Educação, v. 41, n. 2, maio/ago. 2016

View Educação, v. 41, n. 2, maio/ago. 2016
Published: 2016-07-21

Editorial

  • Editorial – Revista Educação

    Doris Pires Vargas Bolzan, Celso Ilgo Henz, Clenio Perlin Berni
    271-279
    DOI: https://doi.org/10.5902/1984644423174

Continuous Demand

  • Professional identity in analysis: a sistematic review of the literature

    Luciano Vozniak, Isabel Mesquita, Paula Fazendeiro Batista
    281-296
    DOI: https://doi.org/10.5902/1984644417131

  • Curricular area of construction in the process of teacher education and relations

    Liliane Campos Machado
    297-310
    DOI: https://doi.org/10.5902/1984644415079

  • Dropout in the licentiates to teaching undergraduate courses of Federal Universities: between inclination and competency

    Otacilio Antunes Santana
    311-328
    DOI: https://doi.org/10.5902/1984644420199

  • The citizen and his education in hodiernal Brazil: the roles of the state and the teacher

    Marco Antônio da Costa
    329-342
    DOI: https://doi.org/10.5902/1984644417136

  • Cultural formation and consumption society – notes arising from an action research

    Thaís de Oliveira Nabaes
    343-358
    DOI: https://doi.org/10.5902/1984644415475

  • Collaborative work in school: the use of assistive technology

    Rosana Carla do Nascimento Givigi, Raquel Souza Silva, Juliana Nascimento de Alcântara, Thais Alves de Souza, Vera Lucia Oliveira Ralin
    357-374
    DOI: https://doi.org/10.5902/1984644419467

  • The capital of the crisis and the relationship with brazilian education

    Ivania Maria de Sousa Carvalho Rafael, Luis Távora Furtado Ribeiro, Maria das Dores Mendes Segundo
    375-386
    DOI: https://doi.org/10.5902/1984644419221

  • The pedagogical discourse in military dictatorship: Moral and Civic Education & school curriculum

    Márcia Helena Sauaia Guimarães Rostas, Alexandre Kerson de Abreu
    387-398
    DOI: https://doi.org/10.5902/1984644415972

  • Environmental little citizen project and environmental education for elementary school

    Dalva Simone Strapasson Dias, Sônia Maria Marchiorato Carneiro
    399-410
    DOI: https://doi.org/10.5902/1984644417963

  • High School influences in the future prospects of their students

    Wender Faleiro, Roberto Valdes Puentes, Milena Cristina Aragão
    411-424
    DOI: https://doi.org/10.5902/1984644419030

  • “I’m gay, I’m cheerful, but I’m not a mess!”: teaching, homosexuality and aesthetics of existence

    Filipe Gabriel Ribeiro França
    425-434
    DOI: https://doi.org/10.5902/1984644417122

  • Bodies-ears of these times: cochlear implant media

    Daniela Medeiros, Maria Simone Vione Schwengber
    435-446
    DOI: https://doi.org/10.5902/1984644417871

  • The educational mission to Uruguay: what the newspapers A Federação and Correio do Povo say

    Caroline Braga Michel, Eduardo Arriada
    447-458
    DOI: https://doi.org/10.5902/1984644416155

  • Roraimeira movement: intercultural anthropophagic contributions and the arts education in the state Roraima

    Ivete Souza da Silva, Clarisse Martins dos Santos
    459-470
    DOI: https://doi.org/10.5902/1984644420312

  • From objectivity to the intersubjectivity: contributions of Theory of Communicative Action to the Interpretive Paradigm

    Hernani Luiz Azevedo, Gladys Denise Wielewski
    471-482
    DOI: https://doi.org/10.5902/1984644419362

  • Ethnographic scenes to understand masculinities representations in school

    Luciana Borre Nunes
    483-494
    DOI: https://doi.org/10.5902/1984644419555

  • Digital media in pedagogical practices in education: an hermeneutic-phenomenological analysis

    Adriana Barroso de Azevedo
    495-508
    DOI: https://doi.org/10.5902/1984644419526

Review

  • Recognition of other: philosophical theories and teacher training

    Ana Carla Nascimento de Oliveira
    509-511
    DOI: https://doi.org/10.5902/1984644419105