The Vale do Cricaré University Center is located in the municipality of São Mateus, in the northern region of the state of Espírito Santo, 220 km from the capital Vitória, a territory with 476 years of colonization (since 1544). São Mateus is among the oldest municipalities in the country and has an estimated population of 132,642 inhabitants (IBGE, 2020), with a population density of 46.62 inhabitants/km² (IBGE, 2010), located in a region of the Atlantic Forest biome and belongs to the coastal-marine system (IBGE, 2020).

Regarding the Human Development Index – HDI, in 1991 São Mateus had an index of 0.470, rising to 0.610 in 2000, the date when the then Faculdade Vale do Cricaré began operating, and in 2020, with an index of 0.735, taking the state of Espírito Santo as a reference (IBGE, 2020).

Economically, the city boasts a broad commerce and oil tradition, with several extraction and petroleum industries and companies that outsource services to large industries, both in Espírito Santo, such as Petrobrás, and in Bahia, such as Suzano Celulose and Bahia Sul, which distribute their production in Brazil and abroad, contributing significantly to the state of Espírito Santo's export balance. The automotive industry is also established in São Mateus, through Volare, a minibus manufacturer, as well as ceramics industries, with Oxford standing out. It is also considered the municipality with the largest coconut production in the entire country. The main characteristic of São Mateus's economy is the diversification of its activities. Agriculture is strong, with emphasis on the production of coffee, coconut, papaya, macadamia, eucalyptus, banana, black pepper, and other crops that together occupy approximately 7% of the municipality's total area. There is also a good livestock industry, as approximately 34% of its area is pastureland.

In the area of education, according to the IBGE, the schooling rate for children aged 6 to 14 (2010) is 97.3%, with IDEB of 5.5 in the initial years of elementary school (2017) and IDEB of 4.3 in the final years of elementary school (2017), with 16,936 enrollments in elementary school (2018) and 3,710 enrollments in high school (2018). The number of teachers in elementary school in 2018 was 963 and the number of teachers in high school in 2018 was 280, with 93 elementary schools (2018) and 11 high schools (2018).

According to the IBGE (Brazilian Institute of Geography and Statistics), the municipality's area is approximately 2,338 km², making it the second-largest municipality in Espírito Santo. It is located in the northeast of the Southeast region of Brazil, in the Litoral Norte Espírito Santo Mesoregion (São Mateus Microregion), 64 km from the border with the state of Bahia. Nearby cities are located between 30 and 60 km away. It borders the municipalities of Conceição da Barra, Boa Esperança, and Pinheiros to the north; Linhares, Jaguaré, Vila Valério, and São Gabriel da Palha to the south; the Atlantic Ocean to the east; and Boa Esperança and Nova Venécia to the west. The region where São Mateus is located directly includes the municipalities of Northern Espírito Santo and Southern Bahia, totaling 20 municipalities with a total of around 600 thousand inhabitants, according to the IBGE/2010 census, and in the region, the cellulose industry is also very strong.

The then Vale do Cricaré College, maintained by the Vale do Cricaré Institute, was established in March 1997 to meet the real needs of the regional community and the cultural progress of the state and country. Today, the Vale do Cricaré University Center aims to provide the population of São Mateus and the northern region of Espírito Santo, southern Bahia, and eastern Minas Gerais with higher education in various professional fields, as well as to encourage regional development. It is a pioneer in private higher education in the municipality, developing and aiming to form an academic community capable of generating scientific and technological knowledge that allows society, as a whole, to grow and develop. With the following undergraduate programs: Administration, Architecture and Urban Planning, Social Communication, Systems Analysis, Accounting, Law, Pedagogy, Production Engineering, Mechanical Engineering, Civil Engineering, Nursing, Physical Education, Physiotherapy, Psychology, Dentistry, and Pharmacy, as well as specialization courses in Health, Education, Management, Business, and Law.

HISTORY OF THE PROFESSIONAL MASTER'S PROGRAM IN SCIENCE, TECHNOLOGY AND EDUCATION - PPGCTE

The PPGCTE at the Centro Universitário Vale do Cricaré began in the first semester of 2016. It has since graduated 11 classes, providing professional masters with high-quality education to communities in several states and municipalities, always striving for the betterment of the human being.

In its almost six (06) years of existence, the PPGCTE has placed more than 380 masters in the job market. These graduates are all focused on the improvement of the human being as a whole, the importance of Science, Technology, Education and Innovation in all areas of knowledge, and on seeking the opening of new markets and the regional development of their communities.

Another noticeable aspect is the increase in the production of scientific articles in highly qualified journals with a good impact factor. Furthermore, the number of people who have earned their master’s degree has significantly improved their social and educational vision, becoming citizens who provoke change and thinkers in search of new paths, leading to individual and collective improvements for the quality of the common good.

The Professional Master's in Science, Technology and Education was recommended by CAPES at the 161st meeting of the Technical-Scientific Council (CTC), which took place from December 7 to 11, 2015. The course was officially recognized by MEC Ordinance No. 256 of 02/15/2017, published in the D.O.U. on 02/16/2017.

The Program's code at CAPES is 30015014002P5. It is located in the INTERDISCIPLINARY evaluation area, and the BASIC AREA is SOCIAL SCIENCES AND HUMANITIES, code 90192000.

The Professional Master's Program in Science, Technology and Education at the Centro Universitário Vale do Cricaré began in 2016 with the following MISSION / VISION / VALUES:

MISSION

The PPGCTE's mission is to train professionals with the competence and skills to introduce and manage scientific, technological, and environmental changes in their productive environment. This includes a focus on technical, humanistic, and ethical aspects, aiming for behavioral (on a human level) and inter-relational (on a technological level) changes geared toward innovation in the field of education.

VISION

To be recognized as a Program of excellence in the construction and dissemination of knowledge and the training of human resources in the areas of Technology, Science, and Education. This involves actions for permanent, upward, and sustainable development, committing to the development of society in an innovative, supportive, and inclusive way.

VALUES

Aligned with the institutional values of Freedom, Democracy, Ethics, Justice, Respect for identity and diversity, social commitment, innovation, and responsibility, also incorporating values of cooperation and scientific excellence relevant to the Program's activities.

One of the perspectives on the importance of qualified professionals in the areas of the course (Science, Technology and Education) is that the implementation of studies in the educational, science or technology areas, in projects of social interest, even those in the environmental area, for example, and direct contacts with community and government entities will be not only more constant but also of better quality and efficiency.

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Sustainable planning for the entire region will lead to more research and community actions, aiming to establish the basic conditions to enable, in the long term, an endogenous process of economic, technological, educational and social development on the northern coast of the State of Espírito Santo, northeastern Minas Gerais and southern Bahia, oriented towards social, economic, ecological and cultural sustainability, within a perspective of participatory education and technology for the populations involved.

It is also necessary to guide public policies that aim at integrated management for sustainable use of the ecosystem, which involve and promote the participatory education of the population.

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As a result, professionals trained by the course will be welcomed by the participating society, the public authorities and the business community in the region in order to guide paths towards a better quality of life for the population.

The target audience is professionals with a degree in full undergraduate courses in the areas of Education, Literature, Engineering, Health, Administration, Accounting, Law, Computer Science, Agronomy, Architecture and Urban Planning, Mathematics, Physics, Chemistry, Pharmacy, Forest Resources, as well as Technologists in Mechanics, Civil Engineering, Electrical Engineering, Sanitation, Chemistry, Public Health, Urban Planning, among others.

The interdisciplinary nature of this proposal is understood here as a task of approximation, construction and continuous growth through the integration of the three main lines of research of the Program, in the research themes and in the preparation of dissertations by postgraduate students.

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This approach is fully in line with the most current precepts that define science and technology, education, and the environment as a collective process resulting from the interaction between humankind and its constant pursuit of development and the environment in which it lives and depends. Therefore, the need for diverse theoretical and methodological knowledge is vitally important, not only to equate this field but also to enrich its understanding.

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To meet this great challenge, the involvement of all faculty members, from the most varied areas, together with the program's Board becomes fundamental in the critical confrontation and in the search for pragmatic solutions to the conflicts that arise in proposals of this nature.

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Thus, promoting discussions among the board, faculty, students, and, whenever necessary, specialists is a practice already adopted to address conceptual and practical impasses in the desired interdisciplinarity. Therefore, a biannual self-evaluation (by faculty and students) of the course is not only necessary but essential for the program's ultimate success.

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In the end, it is expected that the course will contribute significantly to the emergence of a new vision in the professional practice of specialists in the respective areas who will participate in the process, which will be in line with the efforts originating in various regions throughout the country, as they prepare to face the challenge of emerging as a developed nation in the current millennium.

• Contribute to the sustainable development of the region by expanding the scientific and technological knowledge base related to the areas of science, technology and education;

• Expand innovative capacity to address the problems faced by professionals working in the region to increase the competitiveness and quality of state companies and their insertion in the national market;

• Qualify professionals in the educational field and other areas, to work in various social and economic areas, mainly in the implementation of public policies;

• Actively support regional sustainable development through research lines and projects, together with public or private bodies and companies, generating solutions to socio-environmental problems concerning the region and its development;

• Promote the cultural and technological development of the Northern region of Espírito Santo.

• Provide professionals with qualified training in the interdisciplinary field of science, technology and education;

• Develop techniques and strategies that lead students to appropriate knowledge construction tools and apply this knowledge in the daily reality of the regional and national environment;

• Consolidate the interaction between undergraduate and postgraduate courses through the participation of students (scientific initiation) in projects developed in the Master's Program.

Based on the general and specific objectives, it is expected that the graduate professional will be able to:

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• Act as an agent of change and manager of modernization and technological innovation in communities;

• Understand and critically analyze the current socio-educational-environmental crisis in Brazil and the world;

• Identify areas of the productive sector where structural unemployment occurs, in order to transform scientific knowledge into professional activities that are significant for society;

• Solve problems in the areas of Science, Technology and Education in a systematic manner;

• Solidly support the development of pedagogical and research proposals capable of contributing to the formation of critical citizens who can transform the current socio-educational-ecological crisis;

• Analyze, based on the acquired foundations, the regional socio-educational situation and reinforce the role of Education in this regard;

• Have a solid scientific and cultural base in the area of public policy management;

• Demonstrate ethical behavior and respect for the environment;

• Take advantage of new opportunities provided by the service society, as well as broaden your market vision;

• Lead teams, highlighting the importance of individual and teamwork to solve problems in a wide range of areas;

• Identify, within your area of knowledge and activity, the problems related to the topic of Innovation, mapping its interdisciplinarities, its role and impact on regional development and proposing solutions;

• Maintain an entrepreneurial vision, seeking to improve people's quality of life without compromising the developmental dynamics of the industrial sector.

The Program's area of concentration is focused on the relationships and implications between science, technology, and education. It does this by using scientific knowledge for innovation, modernization, and development processes, while also valuing techniques and processes in the sustainable productive/constructive sphere, as well as in the technological/educational sphere.

L1 – Education and Innovation

This line of research is aimed at professionals who see the educational field as a motivator for human development, both in human and technological areas, through the use of innovative elements. The goal is to improve the educational field in all its nuances.

L2 – Science and Technology

This line of research is aimed at professionals who view the area of Science and Technology as the basis for sustainable growth. They seek strategic advantages by mobilizing knowledge, experience, and technological skills to create new systems, processes, and services, generate new knowledge, contribute to sustainable development, and assist in the educational environment, among other things.

The professional master's degree in Science, Technology, and Education, with the profile mentioned, guides the course curriculum, which consists of 4 mandatory courses, 18 elective courses, the Master's Dissertation (final course), and the possibility of completing an independent study.

To complete the program, students must fulfill a workload of 135 class hours in 4 mandatory courses and a minimum of 225 class hours in elective courses (equivalent to at least 5 courses of 45 class hours each). In addition, students must write and defend their Master's Dissertation, which is equivalent to 450 class hours, totaling 810 class hours in the current curriculum structure.

The 4 mandatory courses in the curriculum are offered for all lines of research. The elective courses for each line of research will be chosen in agreement between the advisor and the student from the 14 courses listed in the curriculum and approved by the Course Collegiate.

The completion of the 24 mandatory credits of the Master's in Science, Technology, and Education curriculum will be done as follows:

ACCESS THE CURRICULUM STRUCTURE

THE UNIVC INFRASTRUCTURE

The UNIVC has a rich area of didactic and pedagogical resources for its stricto sensu postgraduate students. It offers spaces that contribute to the evolution of teaching and fully meet the interdisciplinary needs of the program.

The campus includes 7 buildings and 73 classrooms, which are well-organized with padded chairs, air conditioning, and multimedia equipment to support innovative teaching. There is also a main auditorium that seats 350 to 450 people, with air conditioning, comfortable cushioned armchairs, a sound system, and a stage, ready for presentations, plays, seminars, and/or lectures by renowned authors. The UNIVC infrastructure also includes two smaller auditoriums used for the same purpose, serving the general needs of course-related events.

Additionally, the university has a spacious library with individual and group study rooms. It provides computers with an integrated system, internet, and intranet in individual cabinets, offering students all the access they need for research and other purposes. The campus also features various practical laboratories, including the following:

Laboratories and Facilities:

• Biochemistry Laboratory

• Project Studios

• School Clinic - Consulting Rooms

• Machine Elements

• Junior Enterprise

• GAP Office

• Dental Materials, Dentist Laboratory

• Toy Library Laboratory

• Third Age Laboratory

• Histology and Cytology Laboratory

• Experimental Agency Laboratory

• Anatomy Laboratory - Room I (Natural Pieces)

• Anatomy Laboratory - Room II (Artificial Pieces)

• Anatomy Laboratory - Room III (Artificial Pieces)

• Anatomy Laboratory - Room IV (Artificial Pieces)

• Functional, Biomechanical, and Kinesiology Assessment Laboratory

• Functional Assessment Laboratory

• CAD Laboratory

• Computer Graphics Applied to Architecture Laboratory

• Environmental Comfort Laboratory

• Work Engineering Laboratory

• Basic Electrical Engineering Laboratory

• Physics Laboratory

• Pelvic Physical Therapy and Women's Health Laboratory

• Photography Laboratory

• Management and Optimization Laboratory

• Hydraulics and Pneumatics Laboratory

• Computer and Multimedia Laboratory

• Mock-up and Model Laboratory

• Metallography Laboratory

• Metrology Laboratory

• Microbiology and Immunology Laboratory

• Microbiology and Parasitology Laboratory

• General and Oral Microbiology Laboratory

• Microscopy: Histology and Embryology Laboratory

• Body Practices Laboratory

• Sports Practices Laboratory

• Audiovisual Production Laboratory

• Dental Prosthetics Laboratory

• Chemistry Laboratory

• Radiology Laboratory

• Semiology Laboratory I

• Semiology Laboratory II

• Construction Technology Laboratory

• Video Laboratory

• Body Practices Laboratory

• Women's Health Laboratory

• Therapeutic Resources Laboratories I

• Therapeutic Resources Laboratories II

• NAP - Pedagogical Accessibility Center

• Legal Practice Center (NPJ)

• Mock-up Workshop and Model Laboratory

Vale do Cricaré University Center does not have its own scholarship system for students in its master's programs. However, whenever a funding entity publishes a call for applications offering master's scholarships, the HEI submits documentation requesting a specific scholarship quota. In this case, after confirming the scholarship quota for its program, the Scholarship Committee evaluates the awarding of scholarships to potential candidates.

The stricto sensu Postgraduate Program at Centro Universitário Vale do Cricaré – Professional Master's in Science, Technology, and Education was recommended by CAPES/MEC at the 161st meeting of the Technical-Scientific Council (CTC) from December 7 to 11, 2015, and recognized through MEC Ordinance CNE nº 256 of 02/15/2017, published in the D.O.U. on 02/16/2017.

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CAPES Approval - access here

CAPES Ordinance No. 080 of December 16, 1998 defines the Professional Master's Degree “as the course that aims to train professionals capable of developing new techniques and processes, with a performance differentiated from that of graduates of academic courses.

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These courses must be focused on applications, in a defined professional field, of updated scientific knowledge and methods.

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Furthermore, the Ordinance highlights the terminal nature of the course, to obtain the desired training”

According to the National Council of Education (CNE/CES Opinion 0079/2002), "Professional Master's" is the designation for a Master's degree that emphasizes studies and techniques directly aimed at achieving a high level of professional qualification. This emphasis is the only difference from an academic degree.

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It therefore confers identical degrees and prerogatives, including for teaching, and, like all stricto sensu postgraduate programs, the national validity of the diploma is subject to prior recognition of the course.

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This same Opinion informs that “the Professional Master's degree responds to a socially defined need for professional training of a different nature than that provided by the academic master's degree and does not contradict, under any point of view, the offer and expansion of this type of course, nor does it constitute an alternative for the training of masters according to simpler or more rigorous standards than those traditionally adopted by postgraduate studies”.

Classes will be held every two weeks, on Saturdays, from 8 a.m. to 6 p.m., with a one-hour lunch break.

Prof. Dr. Marcus Antonius da Costa Nunes – Coordinator mnunivc@gmail.com

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Institutional Email: secretaria.mestrado@ivc.br

Postgraduate Stricto Sensu Program Office

secretaria.mestrado@ivc.br

Hours of operation: Monday to Friday, from 8 a.m. to 8 p.m.

Saturday: 8 a.m. to 6 p.m.

Institutional Contact

(27) 3313-0014, (27) 3313-0038, and (27) 3313-0033.

Whatsapp: (27) 9.9998-0532

The Collegiate of the Master's Program in Science, Technology and Education is composed of doctors who are responsible for the disciplines and for supervising dissertations. These professors work in the areas of: Education, Administration, Literature, Psychology, Nursing, Pharmacy, Architecture and Urbanism, City Development, Mathematics, Biology, Sociology, Technological Innovation, Strategic Planning, Law, Environmental Planning, Social Management, Business Management, Public Management, Constructive Processes, Renewable Resources Administration, Environmental Pollution, Research in Environmental Sanitation, Environmental Engineering, Agriculture, Environmental Risk Assessment, Planning, Environmental Education, History, Physical Education, Physical Therapy, Educational Planning, Environmental Noise, Industrial Noise, Computer Systems, Industrial Maintenance, Industrial Control Systems, etc.

The academic background of the faculty is quite diverse, which allows them to work in the two lines of research of the Master's program. Additionally, the course involves the eventual collaboration of renowned researchers from other institutions.

The list of permanent and collaborating faculty involved in the course activities is presented below, in alphabetical order:

List of enrolled students

CLASS 14 LIST