Program Objectives

In 2024, UFSCar's PPGEEs will complete 46 years of its master's degree and 25 years of its doctoral degree. When PPGEEs was created in 1978, its objectives were defined taking into account that training for scientific research, teaching in higher education, and provision of services in the area of ​​Special Education should be guaranteed. These continue to be the objectives of the course, 46 years after its creation.
With the concern of always refining the PPGEEs proposal in the contemporary world of Special Education, it is understood that the area of ​​knowledge “Special Education” is characterized by all types and levels of scientific research, production, and dissemination of knowledge in different contexts, which explore diversity and guarantee accessibility to the educational processes of people in Special Education, ensuring their development throughout life. To this end:

  • It investigates accessibility conditions, methods, procedures, teaching and education strategies and pedagogical resources that guarantee the right to school, social and work inclusion of people in Special Education.
  • It studies the political and legal contexts, articulating them with the complex social realities of the relationship between the micro and macro levels of public policies.
  • It is dedicated to training people capable of evaluating, proposing, implementing, administering or guiding programs and services in Special Education, focusing on the investigation and implementation of procedures for the development of teaching and education programs, instructional materials in initial, continuing or in-service training.

To this end, over time, the curricular structure has been planned and updated based on the need to provide students with excellent training for:

(a) University Teaching: which implies offering conceptual training and the skills required by Special Education, so that the student is able to analyze the variables involved in the teaching-learning process, plan, apply and evaluate teaching procedures and activities;

(b) Research in Special Education: which involves offering students the foundations of science theory and knowledge, principles of scientific methodology, and history of science that enable them to conduct experimental, descriptive, and collaborative research in the area;
(c) Advice on Special Education programs and services for people in the Special Education audience, including people with disabilities, autism spectrum disorder, and high abilities/giftedness: which involves offering knowledge about the peculiarities of Special Education institutions and situations in Brazil, and teaching students skills for staff training, planning, and evaluating programs and technological resources for specialized educational services in the general context of Education.