World Christian University

Course objectives

The Master’s degree in Education presents a curricular structure focusing on the articulation between updated knowledge, mastery of the relevant methodology and application oriented to the specific field of professional practice.


  1. Stimulate the production of knowledge in the field of education, society and the environment;
  2. Qualify educators by building knowledge in education, society and environment;
  3. Train professionals capable of developing interventionprojects in the field of education, society and environment.
  4. Develop skills that help in the production and construction of knowledge with a view to advances in educational conceptions, pedagogical didactics of research methodologies, society and the environment.

Graduates of the Master’s degree in Education should:

  1. Demonstrate ability to analyze problems and processes, evaluate, present solutions to problems in the field of education.
  2. Be able to present ideas and conclusions in an oral and written manner, in a way comprehensible to others;
  3. Demonstrate the ability to understand relationships between different realities, understanding the relationship between theory and practice;
  4. Have a holistic view, enabling the understanding of the structure and functioning of the field of knowledge of the educational process.


Areas of Concentration

  1. Innovation and Pedagogical Practices; and
  2. Assessment of learning.


Search Lines

The area of concentration of the Master’s program in Education is composed of two lines of research that allow the academic a broad view of the educational process, promoting the mobility of research in the various fields and themes of education. The program focuses its curricular research activities on educational practices and learning evaluation from the contexts of education.


Target Audience

  1. a) Higher education professionals interested in developing research in Education or who wish to work in university teaching.

Curriculum Matrix



Research Methods and Techniques

240 hours

General Foundations of Education

60 hours

Learning Theories

60 hours

Psychology of Education

60 hours

Education and learning assessment

60 hours

School and Society

60 hours

Sociology of Education

60 hours

Structured Curriculum

60 hours

Research Project

60 hours

Research Seminar

180 hours


900 hours

Guidelines and Defense of the Dissertation:

The student will have guidance from a phD teacher during the project, research and writing of the dissertation.

The student will submit his dissertation for qualification, being approved will be scheduled defense that will be online for a bank of doctors.

Discipline Menus

The content of the disciplines follows the state of the art of the area of knowledge, based on a textbook and other approaches presented by the teachers, prioritizing the formation of the group and the themes of research.

Research Methods and Techniques

Common sense and science. Definitions of science. The types of knowledge. Evolution of science in time. Research. Research Methodology. Research methods and techniques. Preparation of scientific articles.  Methodology of the text. It’s a record. From the idea to the research project. Case study. Experience report. Structure of the project. Literature and state of the art review. Technical standards. General Foundations of Education:

The discipline aims to study the structuring concepts of education under the sociological, philosophical, historical and psychological approach, related to pedagogical trends. The role of the school in social formations and its political-pedagogical dimensions as a social right. The educational phenomenon and its theoretical and practical dimensions.

Learning Theories:

History of Cognitive Psychology. Constructivism. Historical-Cultural Theory. Meaningful Learning. Theory of Conceptual Fields. Theory of Formation in Stages of Mental Actions. Mental Representations.

Psychology of Education:

Psychology as a tool for education. The influence of the social environment and technologies, and the influence of the family (or lack thereof) on the child’s development. Cognitive development since early childhood and school as an educational and formative space. The influence of the adult on the educational task. The “psi” dimension and school failure. The issue of violence, difference and the transferential field in the social relationship. The field of ethics and the malaise in education.

Evaluation of Education and Learning:

The evaluation of ethnic, cultural, philosophical and political respect; institutional evaluation and planning; public evaluation policies; SAEB – historical, objective, critical reflection; evaluation and approach in the pedagogical proposal; learning assessment: concept, objectives, forms and presentation of results.

School and Society:

Conceptualization of society and community; man and collective life; the school as a space to live together and learn together; community, school and role of the surrounding area; violence against the school and within it.

Sociology of Education:

Sociology and education; Sociology of education in Brazil; Education and family; childhood and youth; School; Social stratification; Social movements; State; Teaching profession.

Structured Curriculum:

Implementation of pedagogical programs – social function of the school. The school, locus of production, transmission, assimilation of scientific knowledge. Historical, cultural, epistemological, social and ideological determination of the curriculum. Technical, practical and critical paradigms and their implications for the curriculum development process. The Pedagogical Project. National Curriculum Parameters. Curricular adaptations. Strategies for the education of students with special educational needs.

Research Project:

Conception of scientific research. Typology of research. Preparation of research projects.

Research Seminar

Development of a master’s thesis.