Mestrado em Ciências da Atividade Física US

The proposal to create the Postgraduate Program in Physical Activity Sciences (PPGCAF) at Universidade Salgado de Oliveira (UNIVERSO) emerged in 2005 as a natural consequence of the university’s expansion goals in the areas of teaching and research in stricto-sensu, the growth of its undergraduate course in Physical Education and the growing search of professionals for a Master’s level training.

Having received authorization from CAPES to operate in February 2006, PPGCAF held the selection contest for the first class of the Master’s Course in June 2006 and effectively started its activities in August 2006, promoting a second selection in February 2007. Since then, the course has maintained selection processes every six months.

​The PPGCAF-UNIVERSO program aims to promote the production of knowledge and train qualified personnel to carry out research activities and higher Education, thus contributing to the advancement of knowledge in the field of Physical Activity Sciences. Such objectives are in line with the Institutional Development Plan of the Salgado de Oliveira University, as follows (excerpt from the PDI):

Mission: UNIVERSO is a national institution with the mission of promoting the integral formation of man, providing educational opportunities for all based on ethical and moral values ​​, and is committed to the social responsibilities of the community.

Vision: Professionals trained by UNIVERSO should be recognized for their ability to: – Think and act in an entrepreneurial way; – Develop projects, seeking business opportunities; – Integrate human, administrative and technological skills; – Produce knowledge, developing divergent and critical-social thinking, through innovative solutions; – Know your regional environment, interacting with the national and international; – Select the most appropriate information for each stage of your professional life; – Permanently seek knowledge through continuing Education; – Commit to community social programs; – Carry out their activities with commitment and dedication, expressing their talents and abilities, prioritizing ethics and morals; To value artistic and cultural activities as a form of personal growth.

Thus, the Specific Objectives of the PPGCAF are:


  1. a) Contribute to promoting the integration of areas of knowledge, academic disciplines, and technologies relevant to the foundation and development of Physical Activity Sciences;


  1. b) Promote reflection on issues that permeate theory and practice in Physical Activity Sciences through the development of teaching and research activities;


  1. c) To provide the expansion and deepening of theoretical and methodological knowledge of higher-level professionals interested in Physical Activity Sciences;


  1. d) Contribute to the training of high-level researchers, aware of their social role, using advanced techniques in scientific methods, writing, and reading;


  1. e) Train teachers capable of working in higher education institutions, applying innovative methods, and forming opinions in the field of Physical Activity Sciences;


  1. f) To effectively constitute a research center of excellence in ​​Physical Activity Sciences.



Biodynamic and Sociocultural Aspects of Physical Activity


The PPGCAF has an area of ​​concentration and three lines of research addressing the biological effects of physical activities and studies that understand human corporeity as a social and cultural phenomenon inseparable from natural aspects. On the one hand, lines of research are developed to analyze how physical activities, formal or not, provoke biochemical and perceptive responses, inducing organic adaptations whose impact will influence the general state of health and performance potential for carrying out work physicists. On the other hand, it seeks to understand how aspects extrinsic to body movement, manifested in the course of its interaction with the characteristics inherent to the global context in which it is practiced, act as determinants of the effects on the general state of health and human performance. It is noted that the role of physical activities as agents of social inclusion is of particular interest in this area of ​​concentration. In this context, sociocultural phenomena such as prejudices, stereotypes, and economic and social determinants of the practice of physical activities are preferred topics of investigation.




Physical Education, Physical Activity, Sport and Cultural Manifestations

In this line of research, it is considered central to investigate the role of physical activities in the context of clashes between social exclusion and inclusion. Sociocultural phenomena such as prejudices and stereotypes, as well as the economic and social determinants of the practice of physical activities, constitute research topics. The broad themes of physical activities include school physical education, violence, racism, gender issues, aging, social sports projects, and sustainable development.


Physiological and Neuropsychological Aspects of Physical Exercise Prescription in Human Health and Performance

Identifying appropriate exercise prescription strategies is essential for achieving the desired results with more efficiency and safety; this line of research studies physiological and neuropsychological issues of exercise prescription involving different training methods applied to diverse populations. In addition, the effects of manipulating the prescription variables of aerobic, strength, flexibility, and mixed modalities in the populations studied are investigated. Finally, the line of research aims to identify the best strategies to optimize responses to stress in terms of acute responses and long-term adaptations.


Epidemiology of Physical Activity, Exercise, and Sport

This line of research aims to study the relationship between the levels of physical activity, the practice of physical exercises, and health in different populations. It also intends to investigate the quality of easy-to-apply and low-cost methods and instruments for functional assessment and exercise prescription for large population groups. In addition, it focuses on the physical and psychosocial determinants of physical activity levels. Therefore, the influence of anthropometric indicators, cardiorespiratory fitness, mental health, and social relationships, among other aspects that potentially influence physical activity, are studied. This perspective uses different epidemiological approaches, with physical activity as the primary outcome.



Aldair Jose de Oliveira

He holds a degree in Physical Education from the Federal Rural University of Rio de Janeiro (2001), a master’s degree in Physical Education from the Gama Filho University (2004), and a Ph.D. in Public Health from the State University of Rio de Janeiro (2011), with a postgraduate internship. Ph.D. in Public Health from the State University of Rio de Janeiro (2013).

Lattes Curriculum –

José Eduardo Lattari Rayol Prati

Doctor in Mental Health by the Graduate Program in Psychiatry and Mental Health (UFRJ). He took two Master’s degrees, the first in Exercise and Sport Sciences from the State University of Rio de Janeiro (UERJ) and the second in Physical Activity Sciences from UNIVERSO. He also has two specializations, one in Human Anatomy and Biomechanics from Universidade Castelo Branco (UCB) and the other from Faculdades Integradas Maria Theresa (UNIMATH).

Lattes Curriculum –


Renata de Sá Osborne da Costa

Ph.D. in Educational Leadership from Florida Atlantic University (2002), a Master in Education from the Pontifical Catholic University of Rio de Janeiro (1996), and Graduated in Full Degree in Physical Education from the State University of Rio de Janeiro (1987).

Lattes Curriculum –


Carlos Alberto Figueiredo da Silva

Graduated in Law from Universidade Federal Fluminense (1993) and graduated in Physical Education from Universidade Gama Filho (1979), with a post-doctoral internship in sport management at the University of Porto, Portugal (2010), Master (1997) and a doctorate in Physical Education (Physical Education and Culture) from Universidade Gama Filho (2002). Specializations in didactics and teaching methodology (Universidade Estácio de Sá), MBA in strategy (COPPEAD-UFRJ), and management of educational innovation (UNISUAM), in addition to several refresher courses in different countries.

Lattes Curriculum –

Roberto Ferreira dos Santos

He holds a degree in Full Degree in Physical Education from the Federal University of Rio de Janeiro (1975), a Master’s in Education from the Fluminense Federal University (1990), and a Ph.D. in Sport Sciences and Physical Education from the University of Porto (1996).

Lattes Curriculum –

Wallace David Monteiro

He holds a Full Degree in Physical Education from Fundação Oswaldo Aranha (1984), Master’s and Doctorate in Physical Education from Universidade Gama Filho (1994 and 2003, respectively). In 1993 he joined the Exercise Physiology Laboratory of the Institute of Physical Activity Sciences of the Aeronautics, acting as a researcher.

Lattes Curriculum –


Silvio Rodrigues Marques Neto

He holds a degree in Physical Education from Universidade Estácio de Sá, a Master’s in Biological Sciences (Physiology), and a Ph.D. in Biological Sciences (Physiology) from the Federal University of Rio de Janeiro. In addition, he was a professor of undergraduate courses at Centro Universitário da Cidade, Universidade Gama Filho, and Universidade do Grande Rio (UNIGRANRIO).

Lattes Curriculum –

Bruno Ribeiro Ramalho de Oliveira

Ph.D. in Psychiatry and Mental Health from the Federal University of Rio de Janeiro, UFRJ, Brazil. Master’s in Exercise and Sport Sciences from the State University of Rio de Janeiro, UERJ, Brazil. Graduation in Physical Education from Universidade Gama Filho, UGF, Brazil; Performs a post-doctoral internship at the Postgraduate Program in Exercise and Sport Sciences at UERJ.

Lattes Curriculum –


Martha Lenora Queiroz Copolillo

He holds a degree in Physical Education from the Federal University of Rio de Janeiro (1983) and a Master’s in Educational Technology in Health Sciences from the Federal University of Rio de Janeiro (2002). Ph.D. in Education by the Graduate Program in Education at UERJ – PROPED (2011). She did a post-doctoral internship at the Institute of Philosophy of the University of Porto – Portugal.

Lattes Curriculum –


Sara Lucia Silveira de Menezes

Graduated in Physiotherapy from the Federal University of Santa Maria (1981), Specialist in Higher Education Methodology (1991). Master in Biological Sciences (Biophysics) from the Federal University of Rio de Janeiro (1997) and a Doctorate in Biological Sciences (Physiology) from the Federal University of Rio de Janeiro (2002).

Lattes Curriculum –


Adalgiza Mafra Moreno

Degree in Physiotherapy from the Augusto Motta University Center (1991) and Physical Education from the State University of Londrina (1984). Master’s degree in Physiotherapy from the University Center of Triângulo (2000) and a Ph.D. in Cardiovascular Sciences from the Fluminense Federal University (2013).

Lattes Curriculum –


Roberto Poton Martins

Doctor and Master in Physical Education (UEL/UEM) in ​​Exercise Physiology (line of adjustments and physiological and metabolic responses to physical exercise). He specialized in General Physiology (Physiological Sciences-CCB / UEL) and graduated with a Bachelor’s degree in Physical Education from the same university (UEL).

Lattes Curriculum –

Thiago Teixeira Guimaraes

Graduated in Physical Education from UFRJ. Doctor by UERJ. Master from UFRJ, having been a FAPERJ scholarship holder. Postgraduate (lato sensu) in Human Performance Sciences (UFRJ), Physical Exercise Applied to Cardiac Rehabilitation and Special Groups (UGF), and Continuing Training in School Sports (UnB).

Lattes Curriculum –



Tiago Miguel Patricio Ribeiro

Assistant professor at the Faculty of Human Kinetics at the University of Lisbon (2020). Local coordinator at the Governance & Administration of Leisure and Sports International Master (GOALS) ERASMUS Mundus (2022). Research fellow by FAPERJ (2015-2016) and Olympic Studies Center (2017). Editorial Advisory Board in Event Management (USA) and board member at the Sport Evolution Alliance (PT).

Lattes Curriculum –


José Leonardo Mataruna dos Santos

Doctor in Physical Education from Universidade Gama Filho (UGF), Master in Physical Education from Universidade Estadual de Campinas (UNICAMP), with three post-doctoral internships: Advanced Program of Contemporary Culture (UFRJ); Sport Management – Technische Universität München, and Post-Doctorate in Sport for Development – Marie Curie Fellow (Research and Innovation) – European Union, Investigator Grants (Coventry University – UK). Specialist in Olympic Studies by the International Olympic Academy, Postgraduate in International Relations (Conflict Resolution Skills PgCert – Cov Uni – UK), Postgraduate in Judo (UFRJ), Postgraduate in Higher Education Teaching (UCAM), and Postgraduate Graduated in Human Resources Training (ABT). Bachelor and Licentiate in Physical Education from the Federal University of Rio de Janeiro (UFRJ).

Lattes Curriculum –

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Grit Kirstin Koeltzsch

She holds a PhD in Social Sciences-Universidad Nacional de Jujuy (2021). She is currently an assistant at the Universidad Nacional de Jujuy. She has experience in the field of Anthropology, with an emphasis on the Anthropology of the body, dance and movement, cultural performances, and epistemologies of the body.

Lattes Curriculum –


Laboratory of Anthropometry and Exercise Prescription

The Kinanthropometry Laboratory has various instruments for measuring anthropometric characteristics (scale, tape measure, skinfold calipers, calipers, and anthropometers). The laboratory also has equipment used in several research projects, some in conjunction with other laboratories. In addition, the Institution has a room with specific equipment for the strength training works that serve the Master’s degree. This room is large, about 80 square meters and only serves the Master and undergraduate courses.

Exercise Physiology Laboratory

The Exercise Physiology Laboratory gathers equipment to work on several research projects, mainly if associated with the existing Biomechanics and Kinanthropometry Laboratories equipment. Currently, the laboratory has exercise bikes (CatEye®, Japan) and treadmill (INBRAMED®, Brazil), as well as Polar® heart rate monitors (Accurex Plus and Advantage, Finland), VO2000 metabolic analyzer (Medgraph®, USA), sphygmomanometers and stethoscopes. (Welch®, USA). In addition, for research involving late acute and chronic blood pressure responses, equipment for ambulatory monitoring is available (MAPA, Spacelabs®, USA). There are also goniometers to assess joint mobility and an ultrasound device (Aloka®, Japan) to assess muscle thickness and pennation angle.

Laboratory of Sociocultural Studies of Physical Activities (LESCAF)

LESCAF is a space for interaction between teachers, students, and visitors to develop studies related to the sociocultural aspects of physical activities. This space has internet access, computers, a table, an armchair and sofa, chairs, a mini library, a printer, teaching materials, and consumables.


Photography and TV Laboratory

The Photography Lab has two studios and a development lab, while the TV Lab includes a studio and an editing room. The cameras available at the Photography Laboratory and the development laboratory are essential for constructing an image file made by graduate students in their field research. Photography technicians guide students, which is crucial for them to assimilate and better explore the operational resources of the photographic equipment available. The TV lab’s digital camcorders give more agility and functional mobility to document research work and achieve better-quality image definition. These features aid outside shots, particularly close-up and close-up shots, critical to filming.


partner laboratories


Laboratory of Clinical and Experimental Research of Vascular Biology (BIOVASC-UERJ)

This laboratory can provide: invasive analysis of blood flow measurements for the evaluation of endothelium-dependent vasodilation and endothelium-independent vasodilation by venous occlusion plethysmography; blood dosage for the study of different Hormones and the research of Pro-Inflammatory, Anti-Inflammatory, and Endothelial Activation Biomarkers, in addition to being able to read the Lipid Peroxidation, Metabolic and Endothelial Dysfunction Biomarkers; analysis of functional capillary density (FCD) at rest for 2 minutes; continuous non-invasive determination of microvascular perfusion, providing information on RBC velocity in the field and perfusion; assessment of baroreflex sensitivity and the following hemodynamic variables: heart rate, systolic blood pressure, diastolic blood pressure, mean blood pressure, stroke volume, left ventricular ejection fraction, pulse interval, cardiac output, peripheral vascular resistance. Many of the projects developed by the PPGCAF have the decisive contribution of BIOVASC researchers, especially those related to the biodynamic aspects of physical activities.


Laboratory of Neuromuscular Research and Exercise Physiology (PNEURO/PFISIEX-INTO)

They are integrated research laboratories of the National Institute of Traumatology and Orthopedics Jamil Haddad (INTO). They have five lines of research, namely: 1) Muscle, tendon and osteoarticular biomechanics applied to orthopedics and traumatology; 2) Effects of physical exercise on the prevention and treatment of orthopedic injuries based on the identification of intrinsic and extrinsic risk factors; 3) Study of neuromuscular, cardiorespiratory and metabolic aspects in physical performance in health, pre and post orthopedic surgery; 4) Kinetic, kinematic and metabolic aspects of gait in orthopedic patients; 5) Scientific computing and digital data processing applied to the study of human movement and orthopedics. Currently, they are capable of performing several neuromuscular and metabolic measurements such as: Isokinetic Dynamometry, Torque Development Rate (TDT), Ultrasonography, Electromyography, field tests for muscle power, Cardiopulmonary exercise testing performed on a treadmill, exercise bike, and arm ergometer; all high performance, pulmonary function tests, hemodynamic and respiratory variables, anthropometric measurements, and body composition assessment by skinfold analysis and Bioelectrical Impedance. The PNEURO/PFISIEX-INTO presents itself as a new partner for the development of research with the PPGCAF of the UNIVERSO.


IT Resources

The Graduate Program in Physical Activity Sciences provides a computer for each professor. The secretariat and course coordinators each have a computer. In the same way, the laboratories used for the Research Lines are appropriately computerized. In short, the Program has a total of 18 computers. In addition, the Institution offers students five laboratories with around one hundred computers for carrying out academic work. The course provides independent access to the Internet for its professors and students, with the possibility of consulting the CAPES Periodicals database.



The UNIVERSO library on the Niterói campus is part of the Universo Library System – UNISISBI, comprising the libraries of the São Gonçalo, Niterói, Campos dos Goytacazes, Goiânia, Recife, Juiz de Fora, and Belo Horizonte campuses, and is located on the second floor. The ground floor of Block A, in an area of ​​890 m2, is distributed between a public service room, a technical treatment room, three rooms containing the collection of books and other reference works, a room containing periodicals and monographs, three reading rooms, 46 cabins for individual study, four rooms for group study and an internet consultation room.

Among the services offered by it, the following stand out: bibliographic survey; consultation of books, dictionaries and periodicals in up to four simultaneous works, open to students, professors and employees of UNIVERSO and the community in general; online reservation through the University website ( – Library – Online consultation) and its availability to the reader for 24 hours from the date of arrival at the Library, following the order of requests; bibliographic switching service – COMUT; lending between libraries and related bodies; Internet access; user training for accessing information on computer terminals; access to the database on CD ROM and Internet; bibliographic alert; loan of up to two works for a period of seven days, renewable when the works are not being requested, to students, professors and employees of Universo; loan of single copies (reference books) on weekends, to be returned on the first business day following the loan date, from 7 am to 8 am, in an amount depending on the limit available to the user, considering the already used for home loan.

The Library is fully computerized with the Sysbibli software – Automation System for Libraries and Documentation Centers, and, consequently, the consultation of existing items in the collection can be performed at the Campus Library terminals, available on five computers coupled to five printers or on the web ( The Library also has more than ten multimedia computers, with access to information on the Internet, CD-ROM, DVD, magnetic disk, microfilm, and other media, and three more printers to serve users. These resources are used upon prior reservation or availability of computer terminals for access.

The Library provides 3 rooms for the bibliographic collection, 1 room for attendance; 1 room for technical treatment; 1 room for periodicals and monographs; 1 room for bibliographic consultation on the Internet; 3 reading rooms; 46 cabins for individual study and four rooms for group study. The Library’s 24 computers are divided as follows: 1 server computer; 5 computers for technical services; 15 multimedia computers; 10 computers for customer service; 3 computers for periodical users; and five computers for consultation terminals.

The Library offers the following services to its users: home loan; loan renewal; local consultation; preparation of a catalog card; bibliographic survey; guidance in the preparation of theses, monographs and projects; bibliographic switching service – COMUT; lending between libraries and related bodies; user training to access information on computer terminals; Internet access and databases; environment for group and individual study. All databases with free access, including the CAPES Portal.

The library collection can be summarized as follows:

General Library Collection: Books – total number of titles: 28,862; total number of copies: 62,426; Periodicals – total number of titles: 1,392; number of fascicles: 25,492; Multimedia – titles: 1,525; copies: 2344

Specific Library Collection: Master in Physical Activity Sciences: Books – titles: 613; copies: 1,348; Related areas – Human Sciences: titles: 11675; copies: 29,138; Applied Social Sciences: titles: 17821; copies: 41,559; CAF journals – titles: 44; number of fascicles: about 600.


Other information

The PPGCAF also has the Multisports Complex at the Marechal Deodoro Campus of UNIVERSO. The Sports Complex has a semi-Olympic swimming pool, sports courts, an indoor gym and a soccer field. The Physiotherapy undergraduate course offers access to a strength training room, with free weights and isotonic machines.

In addition to the structure described, it should be noted that there are three computer labs on the second floor of block B, and two on the second floor of block A, available to students. In addition, their research offices are made available by each advisor for students to use. It is important to mention that the total flow of students, at this moment, allows the orientation, research and production of works to be distributed over the several hours that teachers and students remain in the program. The course classes are taught in air-conditioned rooms. In addition, three auditoriums for around 200 people complete the program’s infrastructure. In these spaces, the most important ceremonies of the institution are usually held.

basic academic training in Physical Education (undergraduate) and a professor from the field of sociology. All professors obtained a degree at the Postgraduate level with the development of master’s dissertations and doctoral theses related to the sciences of physical activities, as defined in this proposal, which can be confirmed by examining their Lattes Curriculum; this has been reflected in the themes of the orientations of the dissertations developed in the PPGCAF-UNIVERSO. In the lines of research linked to the sociocultural, pedagogical or biodynamic spheres – in absolutely all cases, the dissertations defended in the quadrennium showed adherence to the themes hoarded by Area 21 in general and Physical Education in particular.



Public Notice 2023.1

The courses offered are as follows, with the corresponding hours and credits:

1) Mandatory subjects

– Physical activity and health promotion – 3 credits and 45 hours;

– Physical activity, social exclusion, and inclusion – 3 credits and 45 hours;

– Research epistemology and methodology – 3 credits and 45 hours;

– Didactics and methodology of higher Education – 3 credits and 45 hours;

– Statistics (quantitative methods in physical activity sciences) (research line mandatory) – 3 credits and 45 hours;

– Qualitative methods in physical activity sciences (research line required) – 3 credits and 45 hours;

– Internship in higher Education – 3 credits and 45 hours

– Thematic Consolidation and Research Seminar – 3 credits and 45 hours


2) Elective subjects

– Elective I – 3 credits and 45 hours;

– Elective II – 3 credits and 45 hours;

– Elective III – 3 credits and 45 hours;

– Elective IV – 3 credits and 45 hours;


3) Subjects linked to the preparation of the dissertation

– Dissertation I – 4 credits and 60 hours;

– Dissertation II – 4 credits and 60 hours.

​To complete the credits of the Master’s Degree in Physical Activity Sciences. In addition to completing the credits and defending a monographic dissertation work, the PPGCAF student must present proof of acceptance of publication or confirmation of publication of an article, chapter, or book, in partnership with the advisor, whose level is defined in the course regiment.

PPGCAF Regulation



Dissertation .doc


Dissertation (classic template) %20with%20articles).doc


Ethics Committee (Check list)


Eduardo Lattari

Renata Osborne

Roberto Poton

Roberto Ferreira dos Santos

Silvio Marques Neto

Wallace David Monteiro

Carlos Alberto Figueiredo da Silva

Sara Lúcia Silveira de Menezes

Martha Lenora Queiroz Copolillo

Adalgiza Mafra Moreno

Thiago Teixeira Guimarães

Aldair Jose de Oliveira

Bruno Ribeiro Ramalho de Oliveira

Tiago Miguel Ribeiro

Leonardo Mataruna-dos-Santos

Grit kirstin Koeltzsch

– Jessica Aguiar During (completion 2021); Teacher at the Municipal Department of Education – RJ, SME-RJ, Brazil.​​

– Luciana Bernardes Vieira de Rezende Hersen Monteiro (completion 2022); Professor at the Secretary of Education of the State of Rio de Janeiro – Santo Cristo, SEE/RJ, Brazil. Professor at Instituto Presbiteriano Álvaro Reis, INPAR, Brazil. Teacher at Colégio Cruzeiro, Rio de Janeiro.

– Anderson Alves da Silva (completion 2022); Teacher at gyms in Rio de Janeiro.


– Silvia Inês Gonçalves Flauzino (completion 2022); Teacher at the Municipal Network of Niterói, Rio de Janeiro. Municipal Department of Education of Niterói, Brazil.

– Carlos Henrique Rego Gonçalves (completion 2021); Professor at Colégio Pedro II, with exclusive dedication.

– Viviane Peixoto de Castro Netto (completion 2021); Professor and researcher at Universidade Estácio de Sá, Petrópolis, Rio de Janeiro.

– Fabrícia Estevam de Oliveira (completion 2021);

– Roberta Arruda Alves (completion 2022); He is currently a participating member of LABSAFE (Laboratory of Social Dimensions Applied to Physical Activity and Sport), of the research group ELDAF (Longitudinal Study of the Determinants of Physical Activity), regularly registered in the CNPq Research Group directory.

– Glaciane dos Santos AXT (completion 2022). Teacher at the Municipality of Nova Iguaçu, Brazil.

– Julia Araujo de Figueiredo (completion 2022). Professor at Legacy School,,Brasil.

– Luciana Machado Almeida de Arquino (completion 2021); teacher

ssora from the State of Rio de Janeiro, Secretary of Education of the State of Rio de Janeiro.

– Felipe Amorim da Cunha (2008 completion); PhD in Sciences by the Postgraduate Program in Clinical and Experimental Pathophysiology (FISCLINEX) at the State University of Rio de Janeiro and permanent professor at the Postgraduate Program in Exercise and Sport Sciences (PPGCEE/UERJ). JCNE Scholarship from FAPERJ.


– José Edmilson da Silva (2008 completion); Coordinator of Projects and Curriculum Extension of the Municipal Department of Education of Rio de Janeiro – SME/RJ; Director of the Experimental Olympic Gymnasium (GEO) in Santa Teresa, Rio de Janeiro; Coordinator I of the 4th Education Coordination Municipal Secretary of Education of Rio de Janeiro; Coordinator of the Degree in Physical Education at Centro Universitário Augusto Motta.


– Daniel Correa de Mattos (2009 completion); Professor at the Municipality of Rio de Janeiro, Municipal Department of Education; Coordinator of the Experimental Olympic Gymnasium (GEO) in Santa Teresa, Rio de Janeiro.


– Jacques Araújo Netto (2010 completion); Planning and Management Director of the Rio de Janeiro Volleyball Federation; Professor at Universidade Estácio de Sá in the Physical Education course; Professor at the Augusto Motta University Center in the Physical Education course; Coordinator of the Physical Education course at Universidade Estácio de Sá on the Campi: Resende, Barra Word Recreio and Jardim Sulacap.


– João Domingos Bezerra Mandarino (2011 completion); Executive Director of Olympic Sports at Fluminense Football Club; Director of WM Empreendimentos Esportivos, working in the elaboration, management and accountability of incentivized sports projects; Professor of the undergraduate and specialization courses in Physical Education, at Centro Universitário Augusto Motta – UNISUAM; Manager of the Sports Center João Havelange and Coordinator of extension projects in the area of ​​sports and handball coach at UNISUAM; Professor of the Physical Education course at Universidade Estácio de Sá – UNESA; Physical Education/Sports Coordinator of the Miguel Couto Teaching System.


– Orestes Manoel da Silva (completion 2011); Professor at the Federal University of Rio de Janeiro (UFRJ).


– Rafael Mocarzel (2011 completion), PhD in Physical Education, at the University of Porto, Portugal, defense in 2021; Collaborating Professor of the Regional Council of Physical Education of the 1st region (CREF-1).


– Robson da Fonseca Alves (2012 completion); Professor at Estácio de Sá University – UNESA; Technical Director of Education at SAFE Company Training and Consulting in First Aid and Basic Life Support, National Content Teacher at Universidade Estácio de Sá for the discipline of Aid and Emergencies in Physical Activities; Professor/Tutor in the health area at the Distance Learning Center (EAD) of the Estácio de Sá University, in the subjects of: systemic anatomy, physical activity, health and quality of life, first aid and urgencies in physical activities, Physical Education, in the Units and Health Programs; Professor/Tutor of the discipline Health Surveillance, of the Postgraduate/MBA in Family Health Strategy, by the Universidade Estácio de Sá.


– Bruna Medeiros Neves (2013 completion); Head of the Teaching Support Department at the Physical Education School of CEFAN – Brazilian Navy.


– Edson Faret da Costa Júnior (2013 completion); Professor at FAETEC and the Federal Institute of Education, Science and Technology of Rio de Janeiro (IFRJ); Lecturer at Universidade Salgado de Oliveira (SG/RJ) in the Licentiate and Bachelor’s Degree courses in Physical Education; Substitute Professor at the Fluminense Federal University; Lato Senso Postgraduate Manager in the courses: Football and Futsal, Physical Education, Functional Training and Psychomotricity.


– Gustavo Gonçalves Cardozo (2013 completion); Doctoral Student of the Postgraduate Program in Exercise and Sport Sciences – UERJ; Coordinator of the Total-Care Program at Amil-RJ.


– Manuella Lopardi Steigleder (completion 2013); Teacher at the State Education Network of Rio de Janeiro.


– Marco Antonio Muniz Lippert (2013 completion); PhD in Sport Sciences, Faculty of Sport, University of Porto – Porto – Portugal


– Renato de Oliveira Massaferri (2013 completion); PhD in Sciences by the Postgraduate Program in Clinical and Experimental Pathophysiology (FISCLINEX) at the State University of Rio de Janeiro and permanent professor at the Stricto Sensu Postgraduate Program in Operational Human Performance at the Universidade da Força Aérea (UNIFA) – Força Brazilian Air.


– Wendell Leite Bernardes (completion 2013); Technical Director of CIRD-RJ (Integrated Center for Rehabilitation and Pain Clinic).


– Carlos Eduardo Rafael de Andrade Ferrari (2014 completion), Defended his Doctoral Thesis in 2020 at the Faculty of Sports of the University of Porto.


– Ivone Ouverney Santos de Azevedo (2014 conclusion). Pedagogical coordinator of the São Cristóvão I Campus, of Colégio Pedro (2014 to 2016) and deputy head of the General Coordination (former head of department) of Physical Education at Colégio Pedro II (2016 to 2019).


– Ronald Schneider (2014 completion); Professor at Colégio Pedro II, Humaitá unit, Rio de Janeiro.


– Thiago Brandão (2014 completion), PhD in Physical Education at the University of Porto, Portugal. Defense in 2021.


– Ana Carolina Vianna Kunz (completion 2015); Physical Education Teacher at the City Hall of Rio de Janeiro, acting in a trusted position as Pedagogical Coordinator; Lecturer at Centro Universitário Augusto Motta in undergraduate and bachelor’s degrees in Physical Education.


– Arlindo Fernando Paiva de Carvalho Junior (2015 completion). Doctoral student in Education at the Federal University of the State of Rio de Janeiro (UNIRIO) with co-supervisor at the University of Coruña, Spain. Professor at Instituto Benjamim Constant, where he coordinates the research group “School Daily Life and Special Education: body, curriculum and inclusion” (GPCECI). He also works as a collaborating professor in the postgraduate course in School Physical Education in the Inclusive Perspective at the Federal University of Rio de Janeiro (UFRJ) and professor in the distance pedagogy course at UNIRIO / CEDERJ / UAB.


– Charles Figueiredo Motta (2015 completion); Entrepreneur and founder of Ideativa which operates in the field of productions and events in the area of ​​sports.


– José Guilherme Nogueira Kamel (2015 completion), Adjunct Professor at Universidade Estácio de Sá in Physical Education and Physiotherapy courses. In the Physical Education course he teaches the disciplines of Bodybuilding Science and Nutrition and Physical Activity.


– Leonardo Carmos Santos (completion 2015); Evaluator of the National Book and Teaching Material Program (PNLD 2019/MEC) for the area of ​​Physical Education; Teacher in Elementary School I and Early Childhood Education (SME/RJ), at the Municipal Education Foundation of the City of Niterói (FME/Niterói) working in bilingual classes (Libras/Portuguese); Lecturer in the Bachelor’s Degree in Physical Education at Unigama (RJ).


– Ricardo Gonçalves Cordeiro (completion 2015); Doctoral Student of the Postgraduate Program in Exercise and Sport Sciences – UERJ; Professor at Estácio de Sá University – UNESA.


– Rodrigo Portal Peixoto (2015 conclusion). Technician in Educational Affairs at UFRJ, assigned to the Dean of Graduation, Division of Education.


– José Eduardo Lattari Rayol Prati (2016 completion). Permanent Professor at PPGCAF-UNIVERSO.


– Renato Sobral Monteiro Jr (2016 completion). Professor at UNIMONTES.


– Rosane Barreto dos Santos (2016 completion); Teacher at Colégio Pedro II.


– Alberto Souza de Sá Filho (2017 completion). Professor at the University Center of Anápolis.


– Amana Mesquita Lima (2017 completion); Physical Education Professional at the Family Health Support Center (NASF) in the Municipality of Rio de Janeiro (RJ). Doctoral student at the National School of Public Health of the Oswaldo Cruz Foundation;


– Catia Malaquias Silva Crelier (completion 2017); Physical Education Teacher at the Municipal Department of Education of Rio de Janeiro; Physical Education Teacher at the Municipal Education Department of Belford Roxo, teaching Physical Education classes for special and regular classes; Guest professor at the postgraduate program in Clinical and Institutional Psychopedagogy at Centro Universitário São José and at Universidade Salgado de Oliveira in the postgraduate program in School Education and Psychomotricity.


– Darlan Tavares dos Santos (2017 completion), PhD student in Biosciences at UNIRIO.


– Juliana de Jesus Pinheiro Peres (2017 completion); Teacher of Basic Education Tech. and Technology at the Federal University of Rio de Janeiro, located at the CAp UFRJ and coordinates the extension program “Science and Physical Education”, aimed at training and qualifying physical education teachers at the Colégio de Aplicação da UFRJ.


– Leonardo Fonseca da Silva (2017 completion); Elementary school teacher at the city hall of Rio das Ostras; Elementary school teacher at the Municipality of Nova Iguaçu.


– Marcos Jorand (2017 completion), Professor at FAETEC Seeduc (Rio de Janeiro State Department of Education), Football Technical Supervisor of the Basic Categories of Fluminense Futebol Clube, Member of Alianza Futsal (New York/USA)


– Simone Berto da Costa (completion 2017); Physical Education Teacher at the Municipal Department of Education and Municipal Department of Culture of the Municipality of Macaé; Substitute professor at the Federal Rural University of Rio de Janeiro (UFRRJ), in the undergraduate courses in Physical Education and Pedagogy.


– Bruno Inocêncio Vicente (completion 2018); Professor EBTT Colégio Pedro II – Campus Realengo II.


– Rui Pilon Batista de Jesus (completion 2018); Doctoral student at the Postgraduate Program in Exercise and Sport Sciences – UERJ.


– Andressa Santoro Faber Fidalgo (2019 completion); Doctoral student at the Postgraduate Program in Exercise and Sport Sciences – UERJ.


– Bianca de Albuquerque Mathiesen Name (completion 2019); Regent and teacher-advisor of the City Hall of Rio de Janeiro.


– Leandro Guimarães Vargas (completed 2019), Elementary School Teacher at Colégio Pedro II and Supervisor of the São Cristóvão Sports Complex, at that college.


– Wesley de Souza do Vale (2019 conclusion). Doctoral student of the Postgraduate Program in Public Health at the Institute of Social Medicine of the University of the State of Rio de Janeiro (PPGSC-IMS/UERJ)


– Amanda Cristine da Silva (completion 2020); Lecturer at Universidade Salgado de Oliveira in undergraduate and bachelor’s degrees in Physical Education.

– Ana Paula de Araújo Augusto (completion 2020). Professor at the Federal Institute of Rio de Janeiro – IFRJ, Coordinator of the Research and Extension Project for the Quality of Life of Rio de Janeiro Campus Servers


– Antonio Carlos da Silva (completion 2020); State civil servant working at Transpetro Transportes S/A in the personnel department sector; Lecturer at the National Service for Commercial Learning – (SENAC/RJ).


– Fernanda Mazzelli Almeida Maio (completion 2020). Former councilor for two terms in the city of Guarapari (2012-2020). Project manager and articulation of intersectoral policies of the Espírito Santo Secretary of Work, Assistance and Social Development. Black belt in jiu-jitsu, current Brazilian champion and vice world champion of the modality.


– Ighor Amadeu Dias Henriques (completion 2020); Professor at Universidade Estácio de Sá (UNESA-RJ) and at Faculdade Bezerra da Araújo (FABA-RJ)


– Marcos Landeira de Oliveira (completion 2020); Director of the Secretary of State for Civil Police of Rio de Janeiro; Coordinator by the Rio de Janeiro State Security Secretariat for the 2016 Olympic and Paralympic Games.


– Maria Clarice de Almeida Esteves (completion 2020); Professor at Universidade Salgado de Oliveira, in the pedagogy course; Teacher in the Public Education Network in São Gonçalo, with Home and Hospital care for children with Special Needs, in addition to working as a Pedagogical Advisor also for the Municipal Network of São Gonçalo.


– Viviane Faleiro (completion 2020); Professor at Universidade Estácio de Sá (UNESA-RJ) and UNOPAR.

CAPES has established as a criterion for evaluating postgraduate programs the performance of self-assessment processes that support their strategic planning to seek consistency with the Institutional Development Plan of Higher Education Institutions, with the programs’ own ambitions ( regional, national or international insertion).

The self-assessment processes must be permanent, providing information for actions to be taken in subsequent quadrenniums. To this end, the procedures must involve the entire community of graduate programs (administration, faculty, students and others), identifying strengths and weaknesses.

Because of this, a self-assessment committee was created (comprised of three professors, a student and an administrative employee), which defined procedures discussed in a collegiate and implemented throughout 2019. The stages of implementation of the self-assessment process are detailed below.


– Preparation

At this stage, we sought to sensitize teachers, students and administrative staff to the importance and involvement in the self-assessment process; this was done in collegiate meetings and forwarding emails to students, highlighting the importance of their participation. In addition, the points to be addressed and the way to evaluate them were discussed, including quantitative and qualitative criteria. Finally, a project was approved to be implemented in 2019, as an initial experience, based on a base document released by CAPES.


– Implementation

Information was obtained mostly through Google forms, considering the following aspects: a) development of instruments to be applied to each segment (teachers, students, graduates and administrative employees), with common items and specific to their characteristics; b) application of the instruments, only by electronic means; c) quantitative and qualitative analysis of the information obtained.


– Disclosure and Analysis of Results

After tabulation, the results were made public to the PPGCAF community, focusing on their strengths and weaknesses; this gave rise to self-criticism, which led to the establishment of aspects to be included in the Strategic Planning for the 2021-2024 quadrennium. The results were simplified, in order to allow evaluation in four major spheres: a) success and obstacles perceived by professors; b) success and obstacles perceived by students; c) success and obstacles perceived by graduates; d) success and obstacles perceived by administrative employees.

Regarding the professors, the following criteria were evaluated: success in the orientation; existence of teacher training policies; quality and structure for teaching activities. In the case of students, the criteria were: quality of guidelines and dissertations; student learning and assessment; permanence and dropout of the course. For administrative employees, the following were evaluated: conditions and success at work; training opportunities.

At all levels of activity, questions were applied regarding the success of the PPGCAF in general, including the following criteria: physical structure; curricular structure; training flow; pass rates in subjects and course completion; opportunity to be involved in extracurricular activities; national and international insertion policies for teachers and students.

The self-assessment results should be used to help fill in the Sucupira Platform and, consequently, the CAPES assessment system. The participation of each segment was considered satisfactory, with the following proportions: a) professors – 100%; b) students – 74%; c) administrative employees – 100%; d) graduates – 69% of the total number of graduates effectively located and contacted.

Professors, students, graduates and administrative employees positively evaluated the PPGCAF. The strengths were the teachers’ commitment, the curricular structure and the training flow. Most of the negatively evaluated aspects were related to the physical structure for research, opportunities for extracurricular activities, internet access, and databases with specific journals in the library. In addition, the graduates mentioned the lack of opportunities to get involved in the professors’ projects to stimulate student production. Concerning administrative processes, complaints were made regarding the lack of respect for the procedures and deadlines in the course regulations. All these aspects were considered in the Strategic Plan for 2021-2024.


– Reassessment

The positive and negative aspects of this first self-assessment have been discussed to improve the process, with new applications planned to occur every two years. The next ones should take place in 2022 and 2024.

​As stated in previous sections, the creation of the PPGCAF-UNIVERSO met an important regional demand. In recent years, the PPGCAF has been creating strategies to monitor its actions and goals to assert itself as a program with regional ambitions. In this context, the PPGCAF’s strategic planning for the four years 2021-2024 took into account the changes being discussed by CAPES for the evaluation of graduate programs, migrating from an eminently quantitative axis to another, with a more qualitative emphasis.

Thus, we seek to implement strategies that value the three major areas of postgraduate evaluation proposed for the future: 1) Program Proposal; 2) Training; 3) Impact on Society. These strategies constitute the axis of the Strategic Planning for the Quadrennial 2021-2024.

For the Program to obtain information that could provide a guide to the discussion of strategies to be implemented in the next quadrennium, the following sources were considered:


1) UNIVERSO Institutional Development Plan;

2) Reports inserted in the Sucupira Platform for the base years of 2017, 2018, and 2019;

3) Data from the first self-assessment carried out by PPGCAF faculty and students (in 2019)

4) CAPES Mid-Term Assessment and discussions held at the Coordinators’ Forums between 2017 and 2020.


The following strategies were then defined for an Action Plan aimed at Strategic Planning for the four years 2021-2024:


1) Program Proposal

  1. a) reassess the curriculum structure of the program;
  2. b) make the program’s infrastructure compatible with the lines of research and projects under development;
  3. c) expand the permanent teaching staff, adequately dimensioning it to the criteria established by CAPES Area 21;
  4. d) encourage the integration of PPGCAF projects and lines of research, increasing opportunities for student involvement;
  5. e) encourage the cooperation of PPGCAF professors with researchers from other national and international research centers;
  6. f) encourage teachers to obtain funding from funding agencies;
  7. g) improve self-assessment tools, making it a routine activity for monitoring the quantity and quality of academic activities at the PPGCAF.


2) Training

  1. a) increase the quantity and adherence of dissertations, with the program’s research lines and themes related to Physical Education as a field of knowledge;
  2. b) improve the relationship between guidelines, dissertations defended and intellectual production resulting from the final works;
  3. c) stimulate the intellectual production of students and graduates, in partnership with course professors;
  4. d) implement strategies for monitoring program graduates; e) encourage the work of PPGCAF professors and students in undergraduate physical education activities at the UNIVERSO.


3) Impact on Society

  1. a) stimulate original and innovative intellectual production, with relevant regional impact;
  2. b) expand actions in inter-institutional cooperation networks, consolidating the regional impact of the PPGCAF;
  3. c) increase the visibility of the PPGCAF, mainly with the restructuring of its website, with the hiring of a specialized firm already forwarded.