Educação, v. 42, n. 2, maio/ago. 2017

View Educação, v. 42, n. 2, maio/ago. 2017
Published: 2017-08-31

Editorial

  • Editorial – Revista Educação

    Sueli Salva, Marcelo de Andrade Pereira, Clenio Perlin Berni
    261-266
    DOI: https://doi.org/10.5902/1984644428822

Continuous Demand

  • Learning landscapes: American summer camps and educational possibilities

    Lance W. Ozier
    267-284
    DOI: https://doi.org/10.5902/1984644428830

  • Play in childhood education as a cultural experience and formation for life

    Maria Elisa Nicolielo, Aline Sommerhalder, Fernando Donizete Alves
    285-298
    DOI: https://doi.org/10.5902/1984644422271

  • Training teachers in initial actions embalo of teaching: possibilities for teaching autonomy

    Marly Macêdo, Joana Paulin Romanowski, Pura Lúcia Oliver Martins
    299-318
    DOI: https://doi.org/10.5902/1984644427514

  • Popular education in latin america and the social question: of inequality to the resistance

    Geraldo Antonio Da Rosa, Daniela Quadros da Silva
    319-332
    DOI: https://doi.org/10.5902/1984644424126

  • Research scene in polytechnic high schools integrated seminars

    Márcia Von Frühauf Firme, Maria do Carmo Galiazzi
    333-346
    DOI: https://doi.org/10.5902/1984644425061

  • Multicultural theory in academic work and its relation with pedagogical practices

    Flavia Angela Zanin, Cibele Krause Lemke
    347-360
    DOI: https://doi.org/10.5902/1984644422998

  • Education, research and extension in teacher training: lived in memories supervised internship

    Vilmar José Borges, Sônia Maria dos Santos
    361-372
    DOI: https://doi.org/10.5902/1984644423488

  • Skills as a way of thinking education

    Adair Adams, Elizabeth Fontoura Dorneles, Sirlei Lourdes Lauxen
    373-384
    DOI: https://doi.org/10.5902/1984644422528

  • School quotidian and (dis)respect: what the school occurrence books say

    Elisiane Spencer Quevedo Goethel, Priscila Carla Cardoso, Débora Cristina Fonseca
    385-396
    DOI: https://doi.org/10.5902/1984644424578

  • Anxiety and performance school in basic education

    Neide de Brito Cunha, Sandra Maria da Silva Sales Oliveira, Thaísa Vilhena Silva, Antônio José Figueiredo Oliveira
    397-410
    DOI: https://doi.org/10.5902/1984644422818

  • The writer-scriptor in the nontemporal Educator: a possible game

    Gabriel Torelly, Paola Zordan
    411-420
    DOI: https://doi.org/10.5902/1984644422979

  • Metacognition in Problem-based Learning (PBL) groups

    Adriana Vargas, Evelise Maria Labatut Portilho
    421-434
    DOI: https://doi.org/10.5902/1984644424497

  • Visibility strategies and teacher actions on Twitter

    Camila Lima Santana e Santana, Edvaldo Souza Couto
    435-450
    DOI: https://doi.org/10.5902/1984644422553

  • Dimensions of the construction and implementation of pedagogical political project: a case study

    Hamilton Matos Cardoso Júnior, Priscilla Fabiane de Brito, Divina Aparecida Leonel Lunas, Thiago Weslei de Almeida Sousa
    451-466
    DOI: https://doi.org/10.5902/1984644424745

  • Teaching work in a classroom: external interferences

    Solange Ana Dalla Vecchia, Ademar de Lima Carvalho
    467-480
    DOI: https://doi.org/10.5902/1984644426751