Integração com a graduação
The integration between the Graduate Program in Letters (PPGL) and the undergraduate program occurs through the following initiatives:
- Graduate Faculty Activity in Undergraduate Programs
Faculty members of the Graduate Program play a significant role in teaching, research, and extension activities at the undergraduate level, facilitating the circulation of updated bibliographic information and new academic approaches. This exchange between academic levels fosters a dynamic and evolving learning environment.
All full-time, non-retired professors teach 60-hour (or longer) courses each semester in the undergraduate program.
Many faculty members also offer extension courses, further strengthening the connection between undergraduate and graduate studies.
2. Integrated Research Projects and Scientific Initiation
To train future researchers, PPGL/Ufes actively integrates undergraduate students into faculty-led research projects. This initiative enhances student participation in scientific initiation, providing exposure to research practices and methodologies.
In 2008, seven professors supervised undergraduate students through PIBIC/PIVIC.
In 2009, this number increased to 11, and by 2010, 30 undergraduate students were involved in research projects with PPGL faculty, most of whom received scholarships from CNPq, Fapes, or Ufes.
In 2011, based on Capes recommendations and PPGL’s Self-Evaluation Commission, 34 students were participating in research projects under faculty supervision.
Since 2012, the number of undergraduate students and advisors linked to PPGL/Ufes in Scientific Initiation projects has been steadily increasing, demonstrating the consolidation of research integration between graduate and undergraduate programs in Letters and related fields.
3. Undergraduate Participation in Events Promoted or Supported by PPGL
PPGL/Ufes organizes academic and scientific events open to undergraduate students, offering extension activities that enrich their academic experience. These events include:
Research Week in Letters (organized by the Department of Languages and Letters with PPGL support)
Debate-Papos
Semester Inaugural Lectures
Classical Studies Conferences
Literature and Education Conferences
Literary Studies Congresses
Seminars on Capixaba Authors
National Congresses on Africanities and Brazilian Studies
Colloquiums on Reading, Literature, and Education
These events foster intellectual exchange between undergraduate students, specialists, master's and doctoral students, from both PPGL and other graduate programs, creating a closer academic connection between undergraduate and graduate studies.
During these debates:
Undergraduate and graduate students present their research,
They engage in discussions with faculty members,
They gain exposure to research projects,
They explore further academic guidance and collaboration opportunities.
This structured integration encourages active participation in research, academic events, and faculty-led initiatives, strengthening the academic progression from undergraduate to graduate studies.
Since 2011, PPGL/Ufes has been expanding the offering of concentrated "Special Topics" courses, with durations of 15, 30, or 45 hours, taught by invited professors specializing in the chosen research area or topic.
These courses are open to both undergraduate and graduate students, allowing them to participate on equal terms.
On average, class sizes range from 5 to 15 students, with approximately one-third being undergraduates.
Teacher Internship:
The Teaching Internship is mandatory for all students who hold CAPES/DS scholarships, as established by MEC/CAPES Ordinance No. 76/2010.
Teaching Internship – MEC/CAPES Ordinance No. 76/2010 (April 14, 2010):
Article 18: The teaching internship is an integral part of the graduate student’s training, designed to prepare them for teaching and enhance the quality of undergraduate education. It is mandatory for all Social Demand Program scholarship holders, following these criteria:
For programs offering both master’s and doctoral degrees, the requirement applies only to doctoral students.
For programs offering only a master’s degree, the teaching internship is mandatory for master’s students.
Institutions without undergraduate courses must establish partnerships with other higher education institutions to meet the internship requirement.
The teaching internship may be paid at the institution’s discretion, but CAPES funds cannot be used for this purpose.
The minimum duration is:
One semester for master’s students
Two semesters for doctoral students
The maximum duration is:
Two semesters for master’s students
Three semesters for doctoral students
The CAPES/DS Scholarship Commission is responsible for:
Registering and evaluating the teaching internship for credit purposes
Defining the supervision and monitoring of the internship
Higher education faculty with demonstrable teaching experience are exempt from the teaching internship requirement.
The teaching internship activities must align with the graduate student’s research area.
If an agreement between educational systems exists and is approved by relevant authorities, the teaching internship may be conducted in the public high school system.
The maximum workload for the teaching internship is 4 hours per week.
Specific Program Guidelines for Teaching Internships
Teaching Internship
The Teaching Internship is an essential component of graduate training, preparing students for higher education teaching, improving undergraduate education quality, and strengthening connections between graduate and undergraduate programs.
The teaching internship is mandatory for all doctoral students and voluntary for master’s students in the program.
It follows the regulations outlined in the document "Rules and Criteria for Teaching Internships in Higher Education within the Graduate Program in Letters at the Federal University of Espírito Santo", in accordance with higher education policies.
Established in 2011 and updated in 2021, the PPGL Teaching Internship program has proven highly effective, benefiting undergraduate and graduate students, as well as faculty members engaged in mentoring and preparing future higher education instructors.
