Professors/Researchers

Alisson Antônio Martins
He develops research in Education and Physics Teaching, with emphasis on the themes: Physics teacher training, teaching-learning process, research in Physics Teaching and Science and Physics textbooks.

Álvaro Emílio Leite
Research related to the appropriation and use of methodologies and didactic resources of Natural Sciences, especially resources involving Information and Communication Technologies (ICT). Research related to the initial and continuing formation of physics teachers.

Arandi Ginane Bezerra Jr.
Currently, our work is developed from two diverse and complementary perspectives: Physics/Materials Science research and Teaching (Physics/Science) research. The first concerns the interdisciplinary field of nanobiophotonics, focusing on the synthesis of nanoparticles and nanostructures aimed at the development of biosensors and systems for health diagnosis, the study of biological effects of nanoparticles and applications related to plasmonics. The second corresponds to the study, development, implementation and dissemination of free technologies in teaching, in particular in the teaching of physics; Another focus is Scientific Dissemination. At PPGFCET, we seek to contribute to the (initial and continuing) training of teachers and to the improvement and refinement of science teaching in Brazilian schools and universities. We have sought to develop works from the use of video analysis - a theme in which we are reference. Another area in which we operate is the teaching of modern and contemporary physics. We also work in Biology Teaching, with emphasis on the production of teaching materials. In addition, we promote the dissemination of research activities and advanced themes related to the production of knowledge as it happens in research laboratories. For this, we seek to dialogue with various fields, including design and scientific journalism. We believe that our presence and active participation in the teaching and physics/materials research communities, given their multiple interrelationships, provides an interesting and referenced perspective on academic work and its potentialities and developments in school, laboratory and academia.

Carlos Eduardo Fortes Gonzalez
Environment & Education Interests: Specifically, Environmental Education is interested in correlation with the contextualization and interdisciplinarity in the formation of science teachers; in correlation to continuing education and professional development of science teachers and in correlation to chemistry and environmental education.

Fabiana Roberta G.S. Hussein
The research work I have developed and supervised in the last years covers the following subjects in the area of science education: Initial and ongoing teacher training; Inclusive education; Youth and Adult Education (EJA); Distance education; Play activities: games and theater; Science/Chemistry Teaching Methodology; Experimentation and Technology in Science/Chemistry Teaching; Chemistry and Science Teaching; Scientific divulgation.

Flávia Dias de Souza
She supervises studies and research on Teacher Training and Teaching Learning, in the light of theoretical assumptions of the Historical-Culture Theory and Activity Theory.

João Amadeus Pereira Alves
My current study and research interests lie in the Initial and Continuing Education of Teachers from the Early Years to Higher Education. They are focused on the following themes: Education Science-Technology-Society-Environment; Socio-scientific issues; Scientific and Technological Literacy; Critical Theory and Science Education; Language and Cognition in the Teaching-Learning Process; Science Teaching Curriculum; Physics, Chemistry and Biology Teaching; University-School Relationship; Autonomy & Identity Teachers; Repertoires & Teaching Knowledge. The methodological conceptions that have been implemented in the research conducted under my guidance are centered on: Educational Action Research; Grounded Theory; Event Centered Learning; Interdisciplinary Islands of Rationality; Social Semiotics and Peircean Semiotics; Phenomenological analysis.

Josmaria Lopes de Morais
Development, validation and dissemination of methodologies and strategies aimed at enhancing Environmental Education at different levels of education. Implementation of features.

Luciane Ferreira Mocrosky
Mathematics teaching, training of science and mathematics teachers, technological education in the field of science and mathematics; Phenomenology in Mathematical Education.

Leonir Lorenzetti
He supervises research involving Science Education, mainly in discussions about initial and continuing education of science teachers, scientific and technological literacy, CTS/CTSA, Fleck epistemology, methodologies in Science Education, Environmental Education and Knowledge State Research.

Marcelo Lambach
He has worked in works that articulate the following research topics. Initial and ongoing teacher training; Teaching from the perspective of Paulo Freire; Youth and Adult Education (EJA); Epistemology; History and philosophy of science; Distance education; Scientific literacy; Science/Chemistry Teaching Methodology; Experimentation and Technology in Science/Chemistry Teaching; Science and chemistry teaching with emphasis on science, technology and society (CTS) relations.

Marcelo Souza Motta
He supervises projects related to digital technologies in science and math education; development of teaching materials for mathematics teaching; initial and continuing training of mathematics teachers; ethnomathematics and methodological possibilities in Mathematics teaching.

Marco Aurélio Kalinke
Teaching and learning Mathematics using technologies; the history of mathematics as a support for teaching; Mathematics Teacher Training. Specific interests in Math Learning Objects, digital learning materials, math history, use of Geogebra, Scratch and other applications for teaching and learning Math.

Marcos Antonio Florczak
Expertise in the development, evaluation and dissemination of methodologies and strategies for interdisciplinary education in elementary and high school. Interdisciplinarity being understood here as based on the interrelationships between the sciences that study nature and also their relations with the humanities, philosophy and other fields of culture, including the arts, the environment and public policies.

Maria Lucia Panossian
She supervises projects preferably linked to the historical-cultural theory and activity theory and related to the production of mathematical knowledge (historical and logical movement); to the processes of organization of the teaching of mathematics (didactic and methodological questions) and of the initial and continuous formation of teachers.

Nestor Cortez Saavedra Filho
His research interests and interests involve: Information and Communication Technologies in Science Education; Open Educational Resources, their repositories and their policies in Science Education; Educational Objects in Science Teaching: conception, assessment and mediation based on Teaching and Learning Theories; Modern and Contemporary Physics Teaching; Cyclomobility and Urban Mobility as generating themes in Science Education.

Noemi Sutil
Research guidance on science teacher education and educational proposals involving the relationships between science, technology, society and environment.

Tamara Simone Van Kaick
She is interested in developing research that has interdisciplinarity as a guiding axis in the formation of science teachers, as well as environmental education, understood in its transversality in the various disciplines. The approach can be developed with disciplinary content, or with cross-cutting themes such as water resources, solid waste and biodiversity. Scientific and ecological literacy are also topics of interest for developing research in Science Education.

Research Group