Vol. 32 No. 65 (2022): Publicação Contínua

• Editorial

  e48[2022]

  Maria Rosa Rodrigues Martins de Camargo, João Pedro Pezzato

  • PDF (Portuguese (Brazil))

Artigos

• School team perceptions about human rights education and conflict mediation

  e01[2022]

  Jennifer Catarine da Silva, Renata Maria Moschen Nascente

  • PDF (Portuguese (Brazil))

• Family-school relationship in Brazil: a state of knowledge (1997-2011)

  e02[2022]

  Maria Alice Nogueira, Tânia de Freitas Resende

  • PDF (Portuguese (Brazil))

• Intervention with preschool professionals: conceptions about families of students targeted by special education

  e03[2022]

  Laura Borges, Fabiana Cia

  • PDF (Portuguese (Brazil))

• Cross-cutting themes in the Common National Curriculum Base: from legislation to practice

  e04[2022]

  Kelmara Mendes Vieira, Leander Luiz Klein, Adriele Carine Menezes Denardin, Denise Doná Linke, Lediane Ferreira Mesquita

  • PDF (Portuguese (Brazil))

• Infância: a look at the history of Graciliano Ramos's literacy

  e05[2022]

  Josélia Gomes Neves

  • PDF (Portuguese (Brazil))

• Critical and emacipatory environmental education: pandemic and environment at the crossroads of the political eye

  e06[2022]

  Roberto Santos Ramos, José Raimundo Campelo Franco, Maria de Fátima Sousa Silva

  • PDF (Portuguese (Brazil))

• The fight for the permanence of rural schools: reflections on the association between territorial identity and political mobilization based on the São Tomé Community, Marajó Island

  e07[2022]

  Rodrigo Moreira Vieira, Gracinaldo da Silva Soares Filho, Carla dos Santos Costa, Marcelo Rangel Corrêa

  • PDF (Portuguese (Brazil))

• The influence of Durkheim’s functionalism on brazilian vocational and industrial schools (1946-1961)

  e08[2022]

  Talita Bordignon

  • PDF (Portuguese (Brazil))

• Understanding and perspectives of researchers about teaching philosophy in high school

  e09[2022]

  Fábio Antonio Gabriel, Ana Lúcia Pereira, Ademir Aparecido Pinhelli Mendes

  • PDF (Portuguese (Brazil))

• The role of professor/trainer in consolidating the professional choice for teaching during initial training

  e10[2022]

  Alvanize Valente Fernandes Ferenc, Lucíola Licínio de Castro Paixão Santos, Tarcísia Carolina Roberto Duarte, Renata Veiga de Miranda

  • PDF (Portuguese (Brazil))

• Redefinition of school management based on the granting of teaching bonuses

  e11[2022]

  Renata Cecilia Estormovski, Carmem Lucia Albrecht da Silveira

  • PDF (Portuguese (Brazil))

• Democratic school management in the state education plan of Maranhão: initial implementation phase and challenges

  e12[2022]

  Deuzimar Costa Serra, Maria de Fátima Sousa Silva, Francisco Romário Cunha de Araújo

  • PDF (Portuguese (Brazil))

• Active methodologies applied in two technical courses by teachers at IFTO, Palmas Campus

  e13[2022]

  Luciane de Paula Machado, Antonelli Santos Silva, Ricardo Franco da Costa, Igor Guterres Faria

  • PDF (Portuguese (Brazil))

• Emergency remote teaching: difficulties from the perspective of mothers and teaches

  e14[2022]

  Karla Menezes Lopes Niels, Rita de Cássia Mendonça Sales , Gabriela Moysés Pereira, Fernanda Tonholi Sasso Curanishi

  • PDF (Portuguese (Brazil))

• Project-based learning in a pandemic context: an example of application

  e15[2022]

  Fabiana Pegoraro Soares, Carolina Sperandio Costa da Silva, Henrique Bovo Lopes

  • PDF (Portuguese (Brazil))

• Analysis of playful space and playrooms present in Brazilian municipal early childhood education centers

  e16[2022]

  Luciane Guimarães Batistella Bianchini, Ronielison Barbosa Ferreira, Andressa dos Santos

  • PDF (Portuguese (Brazil))

• A sandcastle in early childhood education: Curating films and fears

  e17[2022]

  Rozeli Lemos de Melo, Wenceslao Machado de Oliveira Junior, Maycon de Oliveira

  • PDF (Portuguese (Brazil))

• The use of digital game in the literacy process: an experience report

  e18[2022]

  Michelle Catherine Rocha Gomes Barros dos Santos, Givanildo da Silva

  • PDF (Portuguese (Brazil))

• Performance of the school psychologist in inclusive education

  e20[2022]

  Angélica Regina Schmengler, Gabriele Marchionatti Fontoura, Roberta Pizzolotto, Sílvia Maria de Oliveira Pavão

  • PDF (Portuguese (Brazil))

• Critical-overcoming approach: the treatment of Physical Education as a transforming practice of social reality

  e21[2022]

  Wanderson Pereira Lima

  • PDF (Portuguese (Brazil))

• Full-time early Childhood Education in the academic production of graduate programs in education

  e22[2022]

  Franceila Auer, Rennati Taquini, Vania Carvalho de Araújo

  • PDF (Portuguese (Brazil))

• History of education, institutions, and gender: contributions to research in the midwest and north of Brazil (2014–2022)

  e23[2022]

  Nilce Vieira Campos Ferreira, Joira Aparecida Leite de Oliveira Martins

  • PDF (Portuguese (Brazil))

• Neoliberal interface in children’s education policies: discussion towards the context of BNCC

  e24[2022]

  Fabiana Jardim Paes Leme de Mesquita, Maria Lourdes Gisi

  • PDF (Portuguese (Brazil))

• Financial mathematics and teacher education: a systematic mapping

  e25[2022]

  Rafael Henrique Loos, Tatiana Comiotto, Lorena Silva de Andrade Dias

  • PDF (Portuguese (Brazil))

• “Digitalization of education” in Covid-19pandemic: an analysis in the light of the foucaultian concept of periculosity

  e26[2022]

  Lucas da Silva Roberto, Moises da Silva Roberto

  • PDF (Portuguese (Brazil))

• Educational support to the inclusion of student with autism spectrum disorder: educational service specialized in the view of teachers

  e27[2022]

  Rosana Zela Pinto, Miriam Adalgisa Bedim Godoy, Ailton Barcelos da Costa

  • PDF (Portuguese (Brazil))

• Affections, meanings and perceptions related to the school environment for high school students

  e28[2022]

  Juliana de Souza Ferreira Vieira, Karla Patrícia Martins Ferreira, Mariana Ribeiro de Castro

  • PDF (Portuguese (Brazil))

• Profile of students from ethnic-racial quotas of the IFMG, Ipatinga advanced campus

  e29[2022]

  Juliana Schneider Mesquita, Cátia Cristina Modesto, Helainne Vianey Gomes de Oliveira

  • PDF (Portuguese (Brazil))

• Marks project: a pedagogical approach from a problematization methodology perspective

  e30[2022]

  Pâmela Vicari, Silvana Neumman Martins, Dayene Borges Guarienti

  • PDF (Portuguese (Brazil))

• Reflecting on death, the act of dying, and the dead with elementary school students

  e31[2022]

  Adriano Alves da Silva, Fabio Scorsolini-Comin

  • PDF (Portuguese (Brazil))

• School bullying prevention strategies: report of interventions with primary school children

  e32[2022]

  Jéssica Pires, Mônica Tessaro, Mariluce Pedron

  • PDF (Portuguese (Brazil))

Dossiê

• Apresentação

  e47[2022]

  Carla Andréa Brande, Emília Freitas de Lima, Laura Noemi Chaluh, Marisol Barenco de Mello, Silmara de Oliveira Gomes Papi

  • PDF (Portuguese (Brazil))

• The training of educators, a crisis as deep as that of society

  e34[2022]

  Marco Raúl Mejía Jiménez

  • PDF (Portuguese (Brazil))

• Professional insertion and the organization of school pedagogical work: implications for teacher education

  e35[2022]

  Marilia Marques Mira, Joana Paulin Romanowski

  • PDF (Portuguese (Brazil))
  • PDF

• Teaching beginnings: professionality and experience of (re)beginning teachers in a new stage of basic education

  e36[2022]

  Maria Cecília Cerminaro Derisso, Emilia Freitas de Lima

  • PDF (Portuguese (Brazil))
  • PDF

• Professional life cycle of the Federal District teachers: temporality and working condition

  e37[2022]

  Kátia Augusta Curado Pinheiro Cordeiro da Silva, Shirleide Pereira da Silva Cruz

  • PDF (Portuguese (Brazil))
  • PDF

• The beginning of teaching in brazilian research: reflections and notes

  e38[2022]

  André Luiz Sena Mariano

  • PDF (Portuguese (Brazil))
  • PDF

• Beginners in health crisis scenario. Learning and challenges for insertion

  e39[2022]

  Gerardo Ignacio Sánchez-Sánchez, Ximena Elizabeth Jara-Amigo, Fernando Andrés Verdugo Plaza

  • PDF (Portuguese (Brazil))

• Dilemmas and difficulties of beginning pedagogic coordinators in public education in the state of Paraná

  e40[2022]

  Helena Gutoch Garbosa, Silmara de Oliveira Gomes Papi

  • PDF (Portuguese (Brazil))
  • PDF

• UFSCar mentoring programs for novice teachers: a qualitative synthesis of the different offers

  e41[2022]

  Aline Maria de Medeiros Rodrigues Reali, Bruna Cury de Barros, Carolina Marini

  • PDF (Portuguese (Brazil))
  • PDF

• Device for supporting beginning teachers: the structuring components of a community of practice

  e42[2022]

  Elena Barroso, Lorena Cruz Garcette

  • PDF (Portuguese (Brazil))

• Teachers support at the beginning of the career: a training proposal

  e43[2022]

  Carla Andréa Brande, Laura Noemi Chaluh

  • PDF (Portuguese (Brazil))
  • PDF

• Teachers in formation: a bakhtinian approach

  e44[2022]

  Liliane Corrêa Neves Moura, Marisol Barenco de Mello

  • PDF (Portuguese (Brazil))

• Professional onboarding of the pedagogical coordinator: collaborative partnership of beginning and experienced coordinators based on a research-training

  e45[2022]

  Ana Lucia Madsen Gomboeff, Laurizete Ferragut Passos

  • PDF (Portuguese (Brazil))
  • PDF

• Teacher training in a decolonizing key: geo/pedagogies of sound as a proposal for the accompaniment of beginning teachers – Mexico

  e46[2022]

  Patricia Medina Melgarejo, Mario Guzmán Guerrero, Marco Raúl Mejía Jiménez

  • PDF (Portuguese (Brazil))

Resenhas

• The salvation of the beautiful

  e19[2022]

  Elaine Conte, Adilson Cristiano Habowski

  • PDF (Portuguese (Brazil))

• Critical mathematics education directing curriculums

  e33[2022]

  Douglas Ribeiro Guimarães

  • PDF (Portuguese (Brazil))