The PPGTEG program has already graduated over 120 master’s students from various locations in the North and Northeast regions of Brazil, contributing to the implementation and improvement of Distance Education in both public and private institutions. The program has trained managers and specialists in educational technologies with a strong scientific foundation at the intersection of Education and Technology. The dissertations developed at PPGTEG address the reality of public and private school classrooms, the infrastructure required for Distance Education, and new learning paradigms such as mobile learning and gamification. As a result, the training provided by PPGTEG adds value across multiple spheres of Distance Education in the North and Northeast.
In addition to career advancement, the graduates of PPGTEG contribute to the expansion of Distance Education in their home institutions by improving course management, establishing new learning centers, and enhancing technological infrastructure.
Since its inception, innovation has been a central concept of the program. PPGTEG was created as the first graduate program dedicated to Distance Education—even though it is delivered in a face-to-face format. At the same time, the research developed within the program is committed to fostering a solid and well-grounded reflection on Education, the program’s primary area of academic evaluation.
The professional character of the program stems from UFRPE’s experience since 2006 in offering blended undergraduate degrees as part of the Pro-Licenciatura and the Open University of Brazil (UAB) initiatives, both federal government programs designed to democratize higher education and expand its reach to underserved areas. Over the years, the program's faculty has observed a clear need for professionals capable of understanding and proposing technical and scientific solutions to the challenges posed by Distance Education.
As such, PPGTEG’s academic output brings technological and methodological innovations aimed at overcoming obstacles and addressing gaps in Distance Education in Brazil. The program maintains a continuous focus on integrating emerging trends and educational tools, such as mobile learning (m-learning) and learning analytics.
The following initiatives exemplify innovative experiences resulting from research and dissertations developed within PPGTEG:
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Creation of the IRACEMA Program: Sustainability in Distance Education – Aimed at promoting awareness and fostering a culture of sustainability by encouraging a rethinking of daily practices for environmental preservation.
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An education, research, and outreach program focused on preventing dental caries, developed in partnership with undergraduate and graduate programs, Recife’s City Hall, and the State Government of Pernambuco. The initiative trains young community members to become multipliers of knowledge in dental health prevention.
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WorkTec Event – An academic event linked to the Seminar courses I, II, III, and IV, featuring thematic axes based on dissertations developed within the program.
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Interventions in public and private schools using educational technologies, exploring innovative ways to improve learning in key subjects such as Mathematics and Language. The program also includes the development of technological tools for school inclusion (for students with hearing or visual impairments, or those with dyscalculia). Examples of tools developed in PPGTEG research include: mobile applications; social media-based platforms; instructional materials; interface prototypes; and online didactic sequences.
Below are examples of innovative products that reflect the program’s commitment to educational innovation:
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Guide for implementing digital repositories of learning objects in higher education institutions;
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Teacher training plan for using technology in the classroom: a distance learning course covering the fundamentals and history of full-time schools, targeting administrators and teachers in Recife’s Municipal Education Network;
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Brincolife: a virtual toy library and educational tool for Pedagogy programs;
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MEIO – My Environment is Outstanding: an Android mobile app and gamified social network for environmental education in elementary and secondary schools;
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Ecoágua: a mobile app for environmental education focused on water consumption;
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SAE – Graduate Tracking System: an IFPI-alumni-society interaction platform that enables continuous graduate tracking and interaction with employers and students to efficiently plan professional and pedagogical training activities;
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EDUCAPOD: a mobile app for managing podcasts, designed for visually impaired students in Distance Education programs;
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CSC – PROEDUF: a collaborative social community for Physical Education teachers.
We consider that the innovative character of the program was put to the test during the COVID-19 pandemic, which prompted all education professionals to reflect on the fundamental role of education and the urgent need to develop practices and methodologies for hybrid, remote, and distance learning.
The pandemic accelerated the shift toward hybrid education and made remote instruction feasible when in-person classes were no longer possible, including at the basic education level. Legal mechanisms were created to ensure the continuity of educational activities with the support of digital teaching and learning technologies. As a result, there has been a growing interest in academic programs focused on education and its intersections with technology, methodologies, management, and other related areas such as hybrid learning models and online education practices. This has broadened the scope of the program, with increased attention to overcoming the educational challenges posed by the pandemic.