Artigos do estrangeiro

All Items

• The transformations of knowledge to teach and knowledge to teach in the teaching profession

  Jose Alberto Azevedo Vasconcelos Correia

  e14/1-25

  DOI: https://doi.org/10.5902/1984644485365

• Contemporary Public Policies and teaching knowledge in Early Childhood Education

  Andreia do Nascimento Santos, Rochele da Silva Santaiana, Veronice Camargo da Silva

  e12/1-19

  DOI: https://doi.org/10.5902/1984644487602

• The beautiful gesture of corazoning and the risk of reintroducing the reason-emotion binarism

  Gilberto Ferreira da Silva, Silvia Valiente, Alejandro De Oto

  e9/1-19

  DOI: https://doi.org/10.5902/1984644485857

• Developing inclusive professional learning communities in challenging contexts. Secondary analysis of case studies

  Jésus Domingo

  e140/1-30

  DOI: https://doi.org/10.5902/1984644485437

• The African Diasporas: encouters and reunions to the challenges of the Africa that we hope

  João Baptista de Jovita

  e132/1-22

  DOI: https://doi.org/10.5902/1984644487453

• From pandemics to pandemoniums: illness, healing, redemption from a black and feminist Latin American spirituality

  Maricel Mena Lopes

  e133/1-18

  DOI: https://doi.org/10.5902/1984644487513

• Context and curricular production in a changing training experience - Pedagogy in the field, water and forests in a conservation area in the state of Amazonas.

  Maria Edeluza Ferreira Pinto de Moura, Lucinete Gadelha da Costa

  e109/1-23

  DOI: https://doi.org/10.5902/1984644485374

• From colonial education to higher education in Africa: the case of Guinea-Bissau

  Luca Bussotti, Arnaldo Sucuma

  e103/1-24

  DOI: https://doi.org/10.5902/1984644472118

• Graduation course in Basic Education in Portugal as a prerequisite for access to master’s degrees that qualify for teaching in the first six years of schooling

  Paulo Marinho, Carlinda Leite, Fátima Sousa-Pereira

  e110/1-30

  DOI: https://doi.org/10.5902/1984644485301

• Possibilities of Escapes: the spacestime of the school routine and the inventiveness of teachers in contexts of “partnerships” between the public and the private

  Carla Patrícia Acioli Lins Guaraná, Conceição Gislane Nóbrega Lima de Salles

  e107/1-19

  DOI: https://doi.org/10.5902/1984644485330

• Dialogue and formative experience in the perspective of philosophical hermeneutics

  Claudio Damião Braun, Eldon Henrique Muhl

  e94/1-24

  DOI: https://doi.org/10.5902/1984644484748

• Re-inhabiting the school in the Anthropocene era: contributions from mesology to a new perspective on teachers' working conditions

  Valérie Melin, Carolina Kondratiuk

  e81/1-22

  DOI: https://doi.org/10.5902/1984644485359

• Doing science differently for healthy human and social development? Report and analysis of an experience

  Martine Janner-Raimondi, Sophie Arborio, Bruno Hubert

  e82/1-21

  DOI: https://doi.org/10.5902/1984644485360

• Educational innovation between teacher well-being and uneasiness: a systematic literature review

  Diego Luna Delgado, Maria Amália Almeida Cunha, Conceição Leal da Costa

  e84/1-23

  DOI: https://doi.org/10.5902/1984644485337

• Blackening women's speech: Lélia González's contributions to Brazilian Portuguese

  Alcione Nawroski, Klaudia Chrzan

  e43/1-22

  DOI: https://doi.org/10.5902/1984644471288

• Management of inclusive university policies for migrants and refugees: A study on the school project

  Paulo Fossatti, Cátia Rosane da Rocha Wurth

  e24/1-21

  DOI: https://doi.org/10.5902/1984644469979

• School longevity of students from popular social strata in stricto sensu post-graduation

  Elaine Gonçalo Bento, Marlice de Oliveira e Nogueira

  e4/ 1-27

  DOI: https://doi.org/10.5902/1984644469750

• Symptoms of stress and indicators of risk and protection pandemic times in adolescent students

  Blanca Estela Barcelata-Eguiarte, Raquel Rodríguez Alcántara

  e134/1-19

  DOI: https://doi.org/10.5902/1984644485169

• Colombian school and education in the contexto of the post-pandemic. A critical pedagogical proposal

  Germán López Noreña, Cicerón Erazo Cruz

  e132/1-28

  DOI: https://doi.org/10.5902/1984644485167

• Post-pandemic, social interaction and psychosocial effects in the population of a globalized world

  Raúl Rocha Romero

  e133/1-22

  DOI: https://doi.org/10.5902/1984644485168

• Dialogue on Mexican childhoods in the COVID-19 pandemic

  Norma Alicia Del Río Lugo, Mariela Andrea Losso

  e34/1-13

  DOI: https://doi.org/10.5902/1984644470058

• Childhood and education in Morocco

  Vicente Bedmar-Llorent, Lucía Torres Zaragoza

  e30/1-26

  DOI: https://doi.org/10.5902/1984644470054

• At the rhythm of COVID-19: between childhood policies and pedagogical practices in the pandemic. What perspectives about children’s rights?

  Maria Manuela Matinho Ferreira, Catarina Tomás

  e27/1-26

  DOI: https://doi.org/10.5902/1984644470036

• Public Policies in Childhood Education in Brazil and Argentina: Realities and challenges derived from the COVID-19 pandemic

  Magali dos Reis, Mariela Losso

  e28/1-19

  DOI: https://doi.org/10.5902/1984644470038

• MITec: a perceptual model to identify the necessary skills in the integration of digital technologies in the teaching-learning process

  Wender Antônio da Silva, Fernando Albuquerque Costa

  e16/1-26

  DOI: https://doi.org/10.5902/1984644471110