The Teaching Specialization Program (Programa de Especialização Docente – PED Brasil) is a lato sensu postgraduate course in teaching mathematics or natural sciences (STEM) for elementary, middle and high school teachers. It is the result of an intense collaboration between Brazilian higher education institutions and international research centers.
The PED Brasil curriculum draws from comprehensive research on the characteristics of high-quality teacher education programs and effective pedagogical practices. Based on the knowledge base framework and the PED principles, the program’s curriculum consists of ten courses implemented over two years.
Guilherme Desiderio
Guilherme is a Master’s student in Education at University of São Paulo (USP) and an Operations Manager at Instituto Canoa. He is a math teacher and teacher educator, and works with the implementation of the math component of PED Brazil. He holds a Bachelor's degree in Production Engineering at USP.
Francielle dos Santos
Francielle is an International Comparative Education (ICE) Master’s student at Stanford School of Education. She is a math teacher and teacher educator. Before coming to Stanford, Francielle was the pedagogical coordinator of Instituto Canoa. She holds a Bachelor's degree in Mathematics Applied to Business from University of São Paulo (USP)
Tatiana Hochgreb-Haegele
Dr. Tatiana Hochgreb-Haegele is a scientist, researcher and teacher educator. She is Senior Fellow at the Lemann Center at Stanford GSE and coordinates the development and implementation of the science component of PED Brazil. Tatiana has also led the project to design the new science curriculum and science teacher professional development in the city of Sobral (Brazil). She holds a Bachelor’s degree in Molecular Sciences and a PhD in Developmental Genetics from the University of São Paulo (USP). She was a Postdoctoral Fellow at UCSF and Caltech, in California, and a Visiting Researcher at the University of Oxford (UK).
Rachel Lotan
Dr. Lotan is Professor Emerita and the former Director of the Stanford Teacher Education Program (STEP). Her teaching and research focus on aspects of teaching and learning in academically and linguistically diverse classrooms and topics in teacher education. Currently, she directs the Program for Complex Instruction at Stanford, where she works on the development, research and worldwide dissemination of complex instruction, a pedagogical approach to creating equitable classrooms. For ten years before starting graduate work, Dr. Lotan taught English and French in junior high and high school.
